I've read some articles about it and those papers show us that there are some facts to understand the mathematical competence in problem-posing. Besides that, those investigations show that there are some indicators to assess the competence.

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> Brown, S. I., & Walter, M. I. (Eds.). (2014). *Problem posing: Reflections and applications.* Psychology Press.
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> Malaspina, U., Mallart, A., & Font, V. (2015). Development of teachers’ mathematical and didactic competencies by means of problem posing. *Proceedings of the 9th Congress of the European Society for Research in Mathematics Education* (in press). Prague, Czech Republic.
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> Christou, C., Mousoulides, N., Pittalis, M., Pitta-Pantazi, D., & Sriraman, B. (2005). An empirical taxonomy of problem posing processes. *ZDM, 37(3)*, 149-158.
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Also, some researchers agree that mathematical competence in problem-posing is part of another great competence, it's problem-solving.

**Question:**

**Is there a framework to study the mathematical competence in problem-posing for prospective teachers?**

I'm interested in figure out how we can recognize and propose specific indicators to assess this competence, if it could be studied.

I hope your help to collect some articles or thesis which could answer this question.