In 2015, Cai et al. reviewed the state of knowledge in mathematical problem-posing research and concluded that “the journey of problem posing research in mathematics has taken its first step, but many more steps need to follow” (p. 22). In the last 10 years, the journey of mathematical problem-posing research has continued, spanning empirical studies, special issues of journals, meta-analyses, review papers, and even longitudinal research projects (e.g., problem-posing-based learning [P-PBL]). Recently, Ӧlmez et al. (2025) explored what we have learned as a field over the last 10 years based on five questions from Cai et al.’s (2015) review. The purpose of the current review is to focus on the remaining five questions that Cai et al. (2015) posed, exploring what we currently know about the following: (1) How are problem-posing skills related to problem-solving skills? (2) Is it feasible to use problem posing as a measure of creativity and mathematical learning outcomes? (3) What does a classroom look like when students engage in problem-posing activities? (4) How can technology be used in problem-posing activities? (5) What do we know about the impact of engaging students in problem-posing activities on student outcomes? After we review the current state of knowledge in mathematical problem-posing research with respect to those five questions, we provide lists of answered, partially answered, and unanswered questions in the field and directions for future research studies.