We consider here the `meta-problem' of creating `nice' problems in elementary mathematics, `nice' being defined as a problem in which the input data, as well as the answers, are rational numbers. The classical example of this is that of generating Pythagorean triples. Many examples of this kind arise when we study Euclidean geometry and the theory of equations. We consider a few problems of this genre.

We consider here the `meta-problem' of creating `nice' problems in elementary mathematics, `nice' being defined as a problem in which the input data, as well as the answers, are rational numbers. The classical example of this is that of generating Pythagorean triples. Many examples of this kind arise when we study Euclidean geometry and the theory of equations. We consider a few problems of this genre.

We consider here the ‘meta-problem’ of creating ‘nice’ problemsin elementary mathematics, ‘nice’ being defined as aproblem in which the input data, as well as the answers, arerational numbers. The classical example of this is that ofgenerating Pythagorean triples. Many examples of this kindarise when we study Euclidean geometry and the theory ofequations. We consider a few problems of this genre.