This paper has provided a framework for research into the potential of problem posing in mathematics classrooms. It is only recently that teachers and researchers have begun to recognise that if a student has created a well-formed mathematics problem then that student has had to reflect about mathematical relationships in non-trivial ways. Indeed, a person who creates a problem can be said to own the problem. By contrast, a person who is asked to solve a given problem is solving someone else's problem.

Everyday life situations demand the posing and analysis of relevant problems. Developing students' ability to pose problems, and to mathematise them, can empower students to cope with, and indeed control, important aspects of their personal worlds. Problem posing in mathematics classrooms needs to be recognised as a vital component of mathematics education.

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