Martín Díaz, Juan PedroMontes Navarro, Miguel ÁngelCodes Valcarce, MyriamCarrillo Yáñez, José2020-10-162020-10-162020-07Martín Díaz, J. P., Montes Navarro, M., Codes, M., & Carrillo Yáñez, J. (2020). Characterisers of Teaching in a Mathematics Problem Posing Lesson in Preschool Education. Sustainability, 12(15), 6148. DOI: https://doi.org/10.3390/su121561482071-1050http://hdl.handle.net/10272/18927Problem posing is rarely seen in Spanish classrooms, least of all in preschool education. The lack of research, coupled with a lack of guidance, has resulted in teachers simply not considering the approach as something that could enrich their work. This study examines a problem-posing lesson given by a preschool teacher to a class of four-year-olds. It focuses in particular on the organisational principles and the factors to be taken into consideration in applying the strategy. Through the application of a bottom-up analysis, seven characterisers are identified, four associated with task design and planning: Characteristics of the resources, type of problem, expression of problem formulation, and type of problem formulation; and three associated with lesson management: Stages in task execution, degree of liberty, and role of the pupils’ drawings of the problem.engAtribución-NoComercial-SinDerivadas 3.0 Españahttp://creativecommons.org/licenses/by-nc-nd/3.0/es/Problem posingPreschool educationBottom-up approachMathematics teacherjournal article10.3390/su12156148open access