During the past 20 years, numerous studies examining the use of problem posing in mathematics instruction have documented positive outcomes in terms of students’ problem-solving skills, creativity, and attitudes and beliefs regarding the study of mathematics. However, despite these promising results, problem posing in mathematics instruction has rarely been studied in the population of students with learning disabilities (LDs). This study describes a problem-posing intervention that draws on existing Conceptual Model–based Problem-Solving program (COMPS, Xin) into the problem posing task. The COMPS-based problem posing intervention is designed to teach word problem posing skills to students with LDs under structured posing situations. The study used a multiple baseline across participants design and found the intervention was effective to improve students’ problem solving and posing skills. It provided implications for future research and teaching regarding the use of problem posing intervention in mathematics classroom for students with LDs.

在过去的20年中，许多研究在数学教学中使用问题构成的研究都证明了学生在解决问题的能力，创造力以及关于数学研究的态度和信念方面的积极成果。但是，尽管取得了这些令人鼓舞的结果，但很少在学习障碍学生中研究数学教学中出现的问题。这项研究描述了一个问题提出干预措施，该措施利用现有的基于概念模型的问题解决程序（COMPS，Xin）来解决问题。基于COMPS的问题提出干预措施旨在向结构化的提出情况下的LD学生教授单词问题提出技巧。该研究在参与者设计中使用了多个基准，并发现干预措施有效地提高了学生的解决问题和摆姿势的能力。它为未来的研究和教学提供了启示，帮助有学习障碍的学生在数学课堂中使用问题摆姿势进行干预。