Abstract This study investigates the effect of incorporating problem posing instruction on students’ abilities in mathematics problem solving and problem posing, particularly in the teaching of simultaneous linear equations in two variables. A quasi-experimental design was adopted in this study. The sample of this study was two classes Grade 7 students, total of 56 students, from a secondary school. One class, as the control group, adopted the traditional teaching method guided by Polya's four-stage problem solving theory. The other class, as the experimental group, used an instruction method incorporating problem posing after Polya's fourth stage. The instruction was consisted of four lessons on using simultaneous linear equations in two variables. Both pre-test and post-test were used to collect data from the two groups. Data analyses indicate: a. Compared with the control class, the experimental class receiving problem posing instruction did not perform significantly better in mathematical problem solving. b. Compared with the control class, the experimental class receiving problem posing instruction performed significantly better in mathematical problem posing. Keywords: problem posing, problem solving,incorporating problem posing into mathematics teaching, simultaneous linear equations in two variables

本研究旨在探討融人問題提出的教學，對初中一年級學生在二元一次方程組列方程組解應用題的問題解決和問題提出表現的影響。本研究採用準實驗研究方法，參與實驗的是澳門一所中學初一年級兩個班合共56名學生。一個班作為控制組，採用傳統的教學方法，也就是Polya 的四階段問題解決的教學。一 個班作為實驗組，採用融合問題提出的教學，在Polya 的問題解決教學的第四步後面增加了問題提出的活動。教學內容均為二元一次方程組中列方程組解文字題部分的四節課。 在實驗前後均對兩個班進行測試，通過前、後測數據的整理和分析，研究得到以下結論: (1) 與傳統教學相比，接受融合問題教學的學生，在問題解決方面的能力沒有顯著提高; (2) 與傳統教學相比，接受融合問題教學的學生，在問題提出方面的能力得到明顯提高; 關鍵字: 問題提出; 問題解決; 融合問題提出的教學; 二元一次方程組