In a previous study, we posited a link between Chinese sixth grade students' problem solving and problem posing based on a pattern-formation strategy (Cai & Hwang, 2002). A similar parallel structure between problem solving and problem posing did not obtain for the U.S. sixth graders in the study. The present study attempts to locate this type of parallel structure by analyzing a broader sample of U.S. students. The results of this study show that U.S. seventh graders are much more likely than sixth graders to use abstract strategies. The findings appear to support a relationship between the use of abstract problem solving strategies and the tendency to pose extension problems (problems that go beyond the given information) for the seventh graders. (Contains 3 figures and 4 tables.) [For complete proceedings, see ED500858.]