Cigdem Arslan^1,, Yeliz Yazgan²

This study aims to investigate whether high-achieving sixth, seventh and eighth graders can exhibit strategy flexibility while they are solving non-routine problems. In this context, four students from each grade level participated in the study. Four non routine problems were represented to the students one by one in separate papers. Students worked in pairs and all interviews were videotaped. These records, pupils’ scripts, and notes taken by the researchers were used in data analysis. Four criteria (selection and use of the most appropriate strategy, changing strategies when it does not work for the solution of a problem, using multiple strategies for the solution of a problem and changing strategies between problems) were established to determine students’ flexibility levels. Each answer given by pairs was evaluated based on these criteria and scored as 0, 1 or 2. Results showed that students usually can select the most appropriate strategy, and use multiple strategies in one problem. Students were comfortable in using “look for a pattern” and “make a drawing” strategies. On the other hand, the most unfavorable strategy for them was “simplify the problem”. Additionally, there were enterprises to use “write an equation” strategy. Besides, it was observed that students did not need to make a significant change in their thinking ways when their first attempts were wrong and they rarely change their strategies between problems. A longitudinal study including more students at different achievement levels and different kind of non-routine problems will give in-depth information about this subject.

problem solving, strategic flexibility, non-routine problems, problem solving strategies, mathematics education