Shwartz, H & Fuchs, A. (2025). The Cognitive Distinctions between Mathematical Problem-solving and Problem-posing Processes. Gaia, 1(1 – the Educational Spectrum), 37 - 50

This meta-analysis explores the cognitive distinctions between mathematical problem-solving andproblem-posing processes. While problem-solving primarily engages visuospatial working memory, fact retrieval, and procedural execution centered in the left inferior frontal gyrus, problem-posing activates distinct neural pathways involving metacognition, conceptual integration, and dorsolateral prefrontal networks. Our synthesis of neuroimaging, behavioral, and educational research reveals that these complementary processes influence cognitive arousal, self-efficacy, and motivation in mathematics education through different mechanisms. Problem-solving effectiveness correlates with spatial working memory capacity and cognitive flexibility, while successful problem-posing depends on metacognitive monitoring and language processing abilities. These findings suggest that pedagogical approaches should intentionally develop both skill sets through targeted cognitive training that addresses working memory constraints while fostering reflective thinking. Educational implications include the importance of integrating question-creation activities alongside traditional problem-solving to optimize mathematical reasoning abilities and enhance student engagement