Proc. of AIED2007, pp.254-261(2007). Learning by Problem-Posing as Sentence-Integration and Its Experimental Use Tsukasa Hirashima a , Takuro Yokoyama b , Masahiko Okamoto c , Akira Takeuchi b a Hiroshima University, Japan b Kyushu Institute of Technology, Japan c Osaka Prefecture University, Japan tsukasa@isl.hiroshima-u.ac.jp Abstract: In this paper, “problem-posing as sentence-integration” is proposed as a new design of learning using computer-based method. We also introduce an interactive learning environment for the problem-posing and report experimental use of the environment in elementary schools. We have already developed a computer-based learning environment for problem-posing as concept combination. However, we could understand that it was difficult for students of the lower grades. Problem-posing by sentence-integration is a framework to realize learning by problem-posing in the lower grades. Sentence-integration is a simple method than problem-posing by concept combination, but it is expected to keep the learning effect to refine problem schema. The learning environment was used by 132 second grade students of two elementary schools to examine whether the lower grade students can pose problems in the environment or not. The effect of refinement of problem schema by the problem-posing was also analyzed by pre-test and post-test with excessive information problems. The students and teachers who were observers of the experiment accepted the learning environment as a useful learning tool to realize learning by problem-posing through the questionnaires and additional comments. Although the results suggest the effect of refinement of problem schema by the problem-posing, it was only compared against a no instruction control condition. Therefore, as a future work, it is necessary to compare the learning against other instructions to examine its characteristics. Keywords: Problem-Posing, Sentence-Integration, Interactive Learning Environment Introduction Learning by problem-posing is well recognized as an important way to learn mathematics [1-4]. However, despite the importance of problem posing, it is not popular as a learning method in reality. This is due to various factors. First, learners can make various kinds of problems, but some may be wrong and also some of the learners might repeatedly make similar problems, or make problems that are too simple to be useful for learning. In such cases, adequate feedback for each problem is required. However, because learners can make a large range of problems, it is difficult to prepare adequate feedback for every problem that learners might make. In problem posing, assessment of each posed problem and assistance based on the assessment is necessary. Because the above task puts a heavy burden on teachers, it is very difficult for them to use problem posing as a learning method. From this point of view, if a diagnosis function of problems posed by learners is realized, learning by problem posing will come to be used more. Based on this consideration, we are investigating computer-based learning environment for interactive problem-posing that is composed of (1) problem-posing interface, (2) problem diagnosis function, and (3) help function for correcting or completing the posed problems. We have already developed several learning environments for interactive problem-posing in arithmetical word problems [5, 6] and confirmed that exercise of problem-posing with the learning environment is effective to improve both problem-solving