This article discusses the use of the problem-posing methodology in the context of higher education, specifically within a Pedagogy degree program. The objective was to analyze the potential of this methodological approach for teaching Mathematics, considering the training of teachers who will work in the early years of Basic Education. Based on a qualitative study, activities were developed that promoted the active participation of undergraduates in the creation of problem situations. The results show that problem posing constituted a rich pedagogical practice, which mobilized students’ autonomy, logical reasoning, and creativity. We conclude that the methodology analyzed contributes to the development of more meaningful and contextualized mathematical learning, highlighting its relevance for inclusion in teacher education programs.
Souza et al. (Sun,) studied this question.