抄録
The purpose of this paper is to study effective method of mathematical problem posing. We practiced such mathematical activities by students in high school (Grade 3) who were not necessarily good at mathematics. In the previous study, we reported two practices of problem posing on the fields of analysis and geometry. A feature of the method is to provide situations in which students plan problems freely from the first using enough time to create problems. In this paper, we report the practice of problem posing on sequences and examine the effective use of problems posed by students. The practice shows that students who tackled making problems learn many mathematical contents related to the problems. We extended some problems posed by students in a class to show their relations with the golden number, Fibonatcci number and Pytagoras number. Each student solved one problem posed by another student 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.
