Difficulties in solving non-routine problems: preliminary analysis and results

Abstract

Students have been taught to solve problems since primary school. However, they still have been having difficulties in solving mathematics problems, especially non-routine problems. By searching errors in mathematics skills and cognitive abilities that have been causing difficulties in solving non-routine problems, this study aims to determine the dominant difficulties that high-achieving students commonly face. A problem-solving test (PST) that comprises four non-routine problems involving algebra was distributed to 56 Form Four selected students through purposive sampling. Each problem is followed by a reflection that allows students to describe the difficulties they face while solving the problem. Hence, the qualitative and quantitative analysis of answer scripts as well as students’ reflection shows that the dominant difficulties faced by high-achieving students when solving non-routine problems are language and information management skills. Poor mastery of these two skills has resulted in students being unable to decipher the problem accordingly which then leads to failing to solve the problems. The findings of this study provide important insight for educators and also researchers in assisting students to deal with their difficulties to solve non-routine problems.