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.