Abstract

This study proposed a method for applying Deductive Problem Making (DPM) to past College Scholastic Ability Test (CSAT) mathematics questions. Three questions related to function graphs were selected, and new problems were created through DPM. The newly generated problems were compared with the original ones to identify altered and maintained aspects, and their interrelationships were also examined. The findings confirm the possibility of expanding initial problem substructures and indicate that DPM facilitates a deeper understanding of given problems, thereby contributing to the enhancement of problem-solving skills.