Abstract
The advancement of computer and communication technologies has enabled researchers to conduct and analyze the learning process of posing problems. This study investigates what learners think while posing problems as sentence integration in terms of intermediate products as well as the posed problems as the resultant product. Problem posing as sentence integration defines the arithmetic word problem structure, and posing a problem is a task to satisfy all the constraints and requirements to build a valid structure. A previous study shows that, in problem posing as sentence integration for arithmetic word problems, learners try to satisfy a relatively large number of constraints in the posed problems. In contrast, this study focuses on the violation of constraints in the intermediate products while posing problems. The result shows that learners were inclined to avoid as many violated constraints as possible throughout the problem-posing process. Although learners tend to avoid the violated constraints, naturally, they cannot avoid some mistakes. Further analysis shows that learners actually have difficulty in fulfilling particular constraints while posing the problems. Based on this analysis, it is possible to detect the difficulty of learners' actions from the model perspective. Hence, it is possible to give accurate feedback and appropriately support the learners.