Abstract

Problem-making has been continuously studied in mathematics education and problem-solving. In particular, the deductive problem-making method has potential applicability to various mathematical topics. By analyzing the problem solving process into several substructures and creating problems backward by altering elements within those substructures, this method becomes meaningfully relevant to the reflection phase of problem-solving. This study utilizes the deductive problem making method for a problem on combination with repetition and examines several pedagogical characteristics.