Abstract
In order to enhance students' mathematical problem solving competency, the 2015 revised mathematics curriculum emphasized problem posing as a sub-factor of problem solving competency. In this study, we analyzed task types of problem posing in the 3rd and 4th grade mathematics authorized textbooks and students' responses to the representative types of problem posing task. As the results of analysis, even though they are the same lesson units, the number and types of problem posing tasks in the units varied by publishers, and there are differences in students' responses to each type. From the results of this study, some implications for constructing problem posing tasks in elementary mathematics textbook and teaching problem posing were suggested.
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