Abstract
The purpose of this paper is to provide an assessment framework for mathematical problem posing. Four levels for mathematical problem posing have been set from the perspective of the van Hiele's model. Although one in Level 0 solves an original problem, new problems or unrelated problems cannot be posed. In each Level, new problems are posed by using the following ways : finding aspects involved in an original problem in Level 1, changing the attribution or condition involved in an original problem in Level 2, and systematizing some problems, which have been changed into another attribution or condition in Level 3. As a result of a case study of 30 high school students, this assessment framework seems to be able to distinguish four characteristics for students' mathematical problem posing with respect to the(1)mathematical level for posed problems, (2)variety of levels for posed problems, (3)number of problems involved in each level, and(4)variety of aspects for posed problems.
