Abstract
This study investigated the effects of math problem-solving and metacognition on the problem-posing type of students. Middle school students were asked to solve real-life problems and mathematical problems, and also to answer metacognitive questions before/after solving the suggested problems. And they were asked to create new problems with the solving method similar to the suggested problems. The results are followings. First, there were no such characteristics of problem-posing type in accordance with the problem-solving level. Second, in accordance with the type of given problems, there were differences in students' problem-posing. In case that students fully understood problems as the structure of the given problems was clear even though they were real-life problems unfamiliar with students, they were able to create diverse types of problems. Finally, through the metacognitive questions before/after problem-solving, students could think of conditions for solving the suggested problems. Such students with the high level of metacognitive knowledge created more similar problems in the problem-posing activity.
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