Abstract
The research presented in the article consists of two parts. Firstly, opinions on mathematical problem quality are explored within four groups of participants (novices, specialists and experts in problem posing; high school students who never posed their own problems).
Secondly, self-reflections written by the participants who have some experience in problem posing (novices, specialists and experts) are explored and compared with the general view of problem quality received in the first part of the research. The more experienced problem posers have more requirements on problem quality (both as general requirements and within their own work on posing problems).
There is a slight decrease in ability to notice important features of mathematical problem quality after the first experience in problem posing. Experts lay stress on mathematical features of the problem whilst novices and specialists more on problem – student interaction.