In the K-12 curriculum, problem solving and critical thinking skills have been the center of the framework for Mathematics curriculum in order to develop lifelong learners. With this, problem solving in Mathematics is highly valued. This descriptive comparative study determined the level of problem solving heuristics on non-routine problems of college freshmen at Mindoro State College of Agriculture and Technology. Employing a self-structured problem solving test composed of five non-routine problems, result showed that most of the students were classified as apprentice in heuristics knowledge which means that the skills and strategies used in general have focus but with limited clarity. In procedural knowledge, most of the students were also classified as apprentice which means that generally, most of the students made partial use of appropriate procedures and were not precise in using mathematical terms, principles and procedures. In conceptual knowledge, most of the students were also classified as apprentice which means that the students can extract the essence of the problem but most of them were unable to use this information to solve the problem properly. However, problem solving skills of college students did not differ in terms of heuristics, procedural and conceptual knowledge. Furthermore, the study showed that the most commonly used heuristics are making a model or diagram, using a formula, eliminating, and considering a simpler case. Relevant to this, the study recommended that Mathematics faculty should develop effective measures to enhance problem solving skills of the students such as integration of heuristics in teaching Mathematics problem solving and more exposure to non-routine problems.

heuristics, Mathematics, problem solving