A teacher worked with a math teacher educator and attempted to conduct a case study on using math problem posing (MPP) in remedial teaching for a second-grade child. The aim was to use sequence-based materials and instructional use of line-segment diagrams, to assist comprehension of word problems on addition and subtraction. Data were collected by observations, interviews, and in-class related documents, including addition and subtraction word problems pre-test and post-test, problem-solving worksheets, problem-posing worksheets, learning diaries, researcher's teaching introspection record, and, audio-taping. After individual sessions using word problems by type, the problem-posing processes of all types of addition and subtraction word problems and the attitude of the child improved in designated dimensions.