Abstract
The purpose of this paper is to discuss effective method of mathematical problem posing by using computer. We practiced such mathematical activities by university students who were the prospective teachers. In study (I), we reported the practice of problem posing by using computer after solving original problem. In study (II), we reported the practice of problem posing by using computer which assign students planning problems freely from the first. A feature of these methods are to give students enough time to create problems. And another feature is to provide situations in which students make conjectures on results and get the numerical calculation by using computer. In this paper, we report the practice of problem posing by using computer after solving original problem which is different from study (I), and examine the effective use of problems posed by students. As in the previous study, the practice shows the students who tackled making problem by using computer learn many mathematical contents related to the problems. Each student solved two problems posed by another students and commented on problems each other, which established an effective use of problem posing and communications between students. We observed more positive learning activities than the usual classes.
