Kar, TuğrulÖztürk, FerhatÖcal, Mehmet FatihÖzkaya, Merve2025-01-212025-01-2120241571-00681573-1774https://doi.org/10.1007/s10763-024-10507-whttps://hdl.handle.net/20.500.12587/25320The present study aimed to describe teachers' instructional flows when implementing a mathematical problem-posing task using scriptwriting technique. With matchsticks, a growing pattern that increases by a constant unit was created and presented to the teachers as a problem-posing situation. We analyzed the instructional flows in 50 scripts, taking into account situations recognized in the problem-posing field as critical for integrating problem posing into mathematics classrooms. We determined three instructional flows in the scripts: pose and solve cycle-based, observation-based, and problem-solving based, the first being the most common. We presented a new problem-posing instructional model and discussed its potential benefits for student learning.eninfo:eu-repo/semantics/closedAccessProblem posing; Scriptwriting; Pattern; Middle school mathematics teachersArticle10.1007/s10763-024-10507-w2-s2.0-85204685627Q1WOS:001318952100001N/A