This study investigates the mathematical problem-posing (MPP) strategies of 1653 Chinese junior high school students. A theoretical framework categorizing MPP strategies is presented, followed by an empirical study using a paper-and-pencil test with three problem-posing situations. Results show students predominantly accept given information, rarely altering it. Chaining was the most frequently used strategy among those generating related problems, while symmetry was used infrequently. Grade-level differences in strategy selection existed, although accepting given information and chaining remained consistent across grades. Path analysis revealed two primary evolutionary routes for strategy selection: from accepting given information to posing further problems, and from changing given information to employing symmetry or chaining. These findings hold implications for teaching and learning problem-posing.
