This study focuses on the result of problem-posing teaching, covering units on number and operation on third grade elementary school students. The problem-posing teaching method incorporates: teacher formulating problem, discussion and debate, problem-solving activities, and problem-posing activities. This researcher was also the one who carried out teaching. The teachers guide was adapted from the teaching goals of textbook published by KNSH in 1993 and the researcher selected the units on number and operation from the fifth and sixth volumes. We used the teacher¡¦s math diaries, videotapes of actual teaching sessions, observation notes on teaching records, students¡¦ feedback surveys, and interviews of students. The objectives of this study are: 1. developing and integrating problem-posing into mathematics curriculum; 2. promoting students¡¦ ability in communication; and, 3. reflecting upon practice on problem-posing instruction through action research. There results are three results. First, when comparing performances of experimental class to control group, 5 out of 9 units were having statistical significance and 4 were not. Second, students¡¦ ability in communication improved after problem-posing instruction. Third, two challenges were identified when teachers implemented the problem-posing activities.

The purpose of this study is to integrate problem-posing teaching activities into mathematics curriculum for grade four elementary school students. The contents include three units on number and operation. Data collection included using the parent-child problem-posing worksheet, student mathematics diary, teacher teaching journal, mathematics attitude measurement form, parent and students interviews, in order to study the influence of problem-posing teaching on teacher and students mathematics attitude and parent-child interactions. The investigator aimed at bringing up specific suggestion on teaching. There are six results in this study: 1. Problem-posing teaching can increase students¡¦ problem-posing ability. 2. Problem-posing teaching can improve students¡¦ mathematics attitude. 3. Problem-posing teaching can enhance students¡¦ mathematics learning. 4. Parent-child problem-posing can promote parent-child co-learning, and increase parent-child interactions. 5. Parent-child problem-posing can make parent understand their children¡¦s mathematics curriculum, and they are not afraid when supervising children. 6. In teacher¡¦s reflection, it recorded that a change of teaching mode to problem posing to promote mathematics learning was feasible, and problem-posing teaching fit in the ¡§student-centered¡¨ teaching spirit of Nine-years-integration.