| Summary: | 碩士 === 國立嘉義大學 === 國民教育研究所 === 88 === The main purpose of this study is to understand how problem posing applies to the real classroom teaching, what the difficulties are and how to find the solution. The study also aims at presenting what the teacher has learned and rewarded from the whole research process. By adopting action research method, the research was conducted for the duration of a semester in the mathematics class of the third grade which the researcher has been teaching. The researcher designed seven posing problem units according to the mathematics textbook of grade three. During the period, the researcher gathered data by taking videos, interviews, keeping diary and taking notes of students activities and students* works.
The study started from the groping stage, then transition stage, and finally mature stage. After these three stages, students have learned to pose problems at home. During the period, the researcher encountered a lot of difficulties, including teaching preparation, posing problem by students, the discussion of the whole class, evaluation and so on. After constantly reflecting and thinking, the researcher overcame the teaching difficulties by practical strategies. In addition, the teacher of the study played five roles in the posing problem activity; that is, a teaching activity designer, a problem posing instructor, an adviser, a time- keeping person and an evaluator.This shows that the importance of a teacher in the problem posing activity.
Finally, through the process of this action research, the researcher not only shows the profession and improvement of the teacher, but also gains self-confidence.
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