Mathematical problem posing (MPP) has been at the forefront of discussion for the past few decades, and a wide range of problem-posing topics have been studied. However, problem posing is still not a widespread activity in mathematics classrooms, and there is not yet a general problem-posing analogue to well-established frameworks for problem solving. This paper presents the state of the art on the effort to understand the cognitive and affective processes of problem posing as well as task variables of problem posing at the individual, group, and classroom levels. We end this paper by
proposing a number of research questions for future studies related to task variables and processes of problem posing