Sixth graders and non-routine problems: Which strategies are decisive for success?

Abstract

This study investigated the role of each strategy in explaining sixth graders' (12-13 years old students') non-routine problem solving success and discriminating between successful and unsuccessful students. Twelve non-routine problems were given to 123 pupils. Answers were scored between 0 and 10. Bottom and top segments of 27% were then determined based on total scores. All scripts of pupils in these segments were then re-scored with regard to strategy use. Multiple regression analysis showed that strategies explain 65% of the problem solving success. Order of importance of strategies are as follows: make a drawing, look for a pattern, guess and check, make a systematic list, simplify the problem, and work backward. According to discriminant analysis results, strategies which play a significant role in distinguishing top and bottom students are look for a pattern, make a drawing, simplify the problem, guess and check and work backward, respectively.

The Effectiveness of the Problem Solving Strategy and the Scientific Approach to Students’ Mathematical Capabilities in High Order Thinking Skills

“…Problem solving plays an important role in mathematics education so that students can practice and integrate the concepts, theorems and skills that have been learned (Hudojo, 2005), students get good, diligent, high desire, and confident ways of thinking (Turmudi, 2008), and improve students' mathematical abilities (NCTM, 2010). Another opinion states that problem solving as the heart in learning mathematics, and all creative mathematical activities require problem solving actions (Pinta, Tayruakham & Nuangchalerm, 2009;Yazgan, 2015), can improve students' imagination (Wibowo, et al, 2017), to develop student creativity (Suastika, 2017), and can support students' understanding skills (Mulyadi, 2017).…”

On Creativity Through Mathematization in Solving Non-Routine Problems

“…Creativity always involves imagination, intuition, and invention by developing divergent, original, and curious thoughts making predictions and guesses, and likely employing trial and error strategies (Gilhooly, 2016). Many studies in mathematics education (Celebioglu, Yazgan, & Ezentas, 2010;Mabilangan, Limjap, & Belecina, 2011;Villareal, 2014;Yazgan, 2015) have shown that non-routine problems most effectively improve mathematical problemsolving skills.…”

“…Moreover, Pitta-Pantazi and Christou ( 2009) believe that the use of non-routine problems most effectively improves students' mathematical creativity. Yazgan (2015) has analyzed the role of strategy in solving non-routine problems and finds that high ability students' success in solving problems is different from low ability students' success. Another investigation shows that students find solutions when given free will to solve; they employed seven of the eight problem-solving strategies to solve non-routine problems (Mabilangan, Limjap, & Belecina;2011).…”

An Evolving Research to Tackle Teaching and Learning Challenges during Differential Equations Course: A Combination of Non-routine Problems and Teacher Training

“…However, only 10 percent experts were strongly disagreed with this statement. Literature shows that most of the researchers strongly emphasized on the addition and attainment of nonroutine problems in math curriculum, as they are appropriate for developing reasoning skills, attitudes and the capacity to apply these aptitudes over real life situations (Celebioglu, Yazgan, & Ezentaş, 2010;Lee & Chen, 2009;Yazgan, 2015Yazgan, , 2016. Celebioglu, Yazgan, and Ezentaş (2010) also supported the importance of non-routine strategies in math text books and math curriculum, and these researchers recommend that more non-routine strategies should be taught from the beginning of the first grade.…”