||The main purpose of this research is to explore the implementation of problem-posing teaching activities for fifth grade students in the elementary school. The teaching material is on mixed operations of addition, subtraction, multiplication and division. The method of posing problems is Tsubota’s “Classified Subject”, adopted from Japan. The teaching of posing problems was divided into two phases; one is “problem solving”, the other is “problem posing then solving”. According to this method, students initially solve the problems that the teacher provided. Second, taking this subject as the foundation, students posed the problems by themselves and solved the problems as well. During this research, the researcher utilized a variety of ways to collect data, such as self-construction of instruments on four arithmetic operations, problem-solving worksheets, problem-posing worksheets, learning diaries, and reflective notes. The goals of this research are four: first, analyzing the categories of students’ work and the contents of posing problems that student created; second, investigating into the performance of problem solving; third, probing students’ opinions of problem-posing activities; four, the difficulties the teacher encountered.|
The results of this research were four. First, it showed that 98.5% of students given problems included sufficient data for solving. Students virtually were able to make feasible problems. Moreover, the majority of students were capable to, not only changing numerals of the problems, but also changing structures of the problems. The tendency of changing structure followed multiple aspects of developments. Second, students’ performance on three steps operations problem solving was low; the performances of problem solving and problem posing then solving were close; students’ performance at problem posing then solving stage was higher; and, the major reason for mistakes was insufficient procedural knowledge. Third, students expressed a liking of problem posing, they thought that the materials were interesting, and showed promising study manner. Fourth, the teacher encountered problems such as time control, the development of in-class presentation culture, and, few students’ lack of concentration while problem posing.