Abstract
The purposes of this paper are (A) to examine the problem similarity dimensions perceived by a student when he classifies in geometric proof problems as related and (B) to examine the relationship between student's perception of problem similarity and proof problems posed by students. Examination (A) indicated that students perceived problem similarity from three dimensions: (a) how the problem is solved, (b) the contextual setting, (c) the content posed by a proof problem. Examinations (B) indicated: there is not the least relationship between student's perception of problem similarity and proof problems posed by students. And, the results indicated that students were able to pose the proof problems in many ways.
