The document summarizes Roslinda Rosli's dissertation defense on integrating problem posing in teaching and learning mathematics. It provides an overview of the dissertation and introduces the research questions and methodology used in four studies on the effects of problem posing on student learning, preservice teachers' problem solving and posing abilities, and preservice teachers' knowledge and attitudes towards fractions. The theoretical framework draws on constructivist learning theory. Key findings include that problem posing can benefit student mathematics learning, and preservice teachers demonstrated understanding in solving mathematical problems but posed many low-quality problems initially.