The research project investigates the impact of problem posing (PP) activities on enhancing inquiry-based learning (IBL) in mathematics education. It focuses on pre-service teachers' (PSTs) practices, aiming to understand how PP activities can foster a deeper engagement with inquiry process of IBL. The study employs Cultural-Historical Activity Theory (CHAT) as its theoretical framework to analyze the interactions and transformations within the educational environment.

Data were collected through a combination of qualitative methods, including lesson plans, reflective diaries, interviews, and practice reports, and were analyzed using content analysis. The PSTs engaged with IBL through PP lectures and coursework on campus. Following the coursework, the PSTs participated in a practicum where they implemented an IBL lesson plan incorporating PP, aligned with their practice school's agenda. This comprehensive approach allowed us to study the entire implementation process of IBL with PP, from the knowledge acquired at the campus community to the experiences gained in school practice.

The findings indicate that integrating PP activities in IBL not only promotes critical thinking and creativity among future educators but also seeks to transform traditional teaching methodologies, ultimately leading to improved student outcomes in mathematics. There is potential for further study on how IBL through PP approaches may improve teaching and learning. The findings offer an opportunity to facilitate the PP process in an inquiry-based environment, and researchers should focus on consolidating this practice in future studies. The development of new models and teaching practices holds promise for enhancing PSTs' ability to engage students in meaningful IBL through PP. Our future aims to focus on further refining these models and exploring their long-term impact on teaching and learning outcomes.