Problem Posing by Students in High School or University

Abstract

A method of mathematical problem posing by students in high school or university is discussed, which emphasizes students' experience to synthesize mathematical ideas through it. A feature of the method is to give students enough time to create problems, and another feature is to assign students planning problems from the first. Actually, I report practice of problem posing that way. One practice of problem posing is for some university students, and it shows some tendency that students who buckle to their problem posing get some deep understanding for the mathematical theories related to the problems. An analysis also shows that the problem posing seems to have some special characteristic which might not be learned through the usual classes. Another practice of problem posing that way is for some high school students, who were observed to learn many mathematical ideas through the activity. Some students say that they felt difficulty in making problem for the first but gradually felt interested in considering around various problems. The practice shows that opportunity in a class to discuss problems made by students is important in such activity.