Mathematical Problem-Solving Strategies Among Elementary School Students

Amani Saleh Hassan Raiyan; Moath Saleem Rasheed Omar; Mosab Aboush; Husam Tawfeek Mohamad Herz Allah; Issa Baraijia

doi:10.63931/ijchr.v7i1.497

Authors

Amani Saleh Hassan Raiyan Al Quds Open University
Moath Saleem Rasheed Omar Palestine Technical University-Kadoorie
Mosab Aboush Palestine Technical University-Kadoorie
Husam Tawfeek Mohamad Herz Allah Al Quds Open University
Issa Baraijia Ataturk University https://orcid.org/0000-0001-9031-4676

DOI:

https://doi.org/10.63931/ijchr.v7i1.497

Keywords:

Mathematical Problem, Strategies, Elementary School, Polya's problem-solving

Abstract

Background: This Study aimed to identify the strategies employed by elementary education students in solving mathematical problems, as well as students’ abilities to solve the problem in a variety of ways. Method: To accomplish this, a qualitative approach was used. The instruments for the study were built, and their validity and reliability were tested. The instruments included a semi-structured interview, and two sorts of questions: mathematical problems, questions asked while students solve problems, along with structural code to analyze the semi-structured interviews. Six students; 3 from Grade 4 and 3 from grade 5, participated in this study. The findings revealed that while some students understand the problem, they do not understand the mathematical problem components; giving and requirements, and they do not follow Polya's problem-solving steps. Students have difficulty in solving mathematical problems, for example, they have difficulty solving problems with large numbers and unrealistic problems. Results: According to the findings, students utilized the trial-and-error strategy the most, followed by finding a pattern strategy, logical reasoning strategy, making a drawing or a diagram strategy. The findings also revealed that students used a variety of strategies to solve one mathematical problem.

Conclusions: The study provided various recommendations, the most important of which was to urge and encourage teachers to teach their students Polya's problem-solving steps.

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