Extant research has demonstrated that problem-posing and problem-solving mutually affect one another. However, the exact nature and extent of this relationship requires a detailed elaboration. This is especially true when adidactical problem-posing arises within a problem-solving context. In this study, we analyze the scripting journey used by two students to record their investigation of sums of consecutive integers. We analyze the adidactical problem-posing found within the scripting journey using three facets of a problem posing framework: mathematical knowledge base, problem-posing heuristics, and individual considerations of aptness. Our analysis reveals how these aspects of problem-posing emerge within a mathematical investigation, how they are related to surrounding problem-solving, and what types of activity act as catalysts to promote further problem-posing activity. [For the complete proceedings, see ED657822.]