| Summary: | 碩士 === 國立嘉義大學 === 數理教育研究所 === 104 === Mathematics problem posing refers to a kind of activity in which students create mathematical word problems based on time computational problems. Mathematics problem posing can also be used as a sort of diagnostic tool to detect whether students’ concepts and statements about math are reasonable. From the authors’ teaching experiences, the time computation problems are hard to upper graders of elementary school students. To examine students’ difficulty of computation problem, problem posing activities was organized for warming up their experiences and for choosing the research case from the pilot. The purpose of this study was to explore the problem posing performance and the effect of diagnosis teaching intervention of this case. This case had difficulty with computational operations when completing math problems; however, the student had no difficulties responding orally during the interview. The researcher finally monitored the student’s performance while providing diagnosis teaching intervention.
The study found the student confused two terms: “interval of time and “point in time”, thus causing her to pose incorrect mathematics problems. She was successfully able to adjust some of her misconceptions after the researcher intervened by questioning. In addition, the strategy of using number lines to represent the structure of the problems she posed was found to be an effective method in adjusting her problem posing. Moreover, the strategy of asking her to solve the problems she posed drove her to understand the mistakes she had made.
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