In this study we aimed to understand teaching mathematics through problem posing based on an analysis of 22 teaching cases. Teaching mathematics through problem posing starts with problem-posing tasks. This study provides not only specific examples of problem-posing tasks used in classrooms but also related task variables to consider when developing problem-posing tasks. This study also contributes to our understanding of how teachers can deal with student-posed problems in the classroom. In these 22 teaching cases, there was a typical pattern to how teachers dealt with the students’ posed problems in the classroom according to the instructional goals. For future research, we need to accumulate additional teaching cases and explore possible discourse patterns concerning how teachers handle students’ posed problems, as well as identify the most effective discourse patterns when teaching mathematics through problem posing.

在本研究中，我们旨在通过对22个教学案例的分析，通过问题提出来理解教学数学。通过提出问题来进行数学教学从提出问题的任务开始。这项研究不仅提供了课堂中使用的摆姿势任务的具体示例，还提供了在制定摆姿势任务时要考虑的相关任务变量。这项研究还有助于我们了解教师如何处理教室中学生提出的问题。在这22个教学案例中，存在一个典型的模式，即教师如何根据教学目标来处理学生在课堂上提出的问题。在以后的研究中，我们需要积累更多的教学案例，并探讨有关教师如何处理学生提出的问题的可能的话语模式，