The aim of this study is to determine the situations of secondary school students in solving routine and non-routine problems and the strategies they use while solving these problems. The research is in the survey model. The sample of the study consists of 430 students studying in the 6th, 7th and 8th grades of two official secondary schools by homogeneous sampling, one of the purposeful sampling methods. Routine and non-routine problem test and problem evaluation rubric were used as data collection tools in the study. As a result of the research, it was concluded that students were more successful in routine problems and that students mostly used arithmetic strategies in solving routine and non-routine problems. In addition, it was revealed that students used the equation strategy in solving routine problems, and the guess and check strategy in solving non-routine problems. As a result of the study, it was revealed that non-routine problems should be included more in the classroom and in the textbooks in mathematics lessons. In addition, it was concluded that students never used drawing, make a list, logical reasoning strategies in the process of problem solving, but never using the strategies of find a pattern, elimination, and working backwards.

Bu araştırma, ortaokul öğrencilerinin problem çözme algıları ile matematik başarıları arasındaki ilişkinin ortaya çıkarılması amacı ile yapılmıştır. Araştırma ilişkisel tarama ve nedensel karşılaştırma modeline göre tasarlanmıştır Araştırmanın örneklemini, Adıyaman ili merkez ilçede iki devlet okulunda altıncı, yedinci ve sekizinci sınıflara devam eden toplam 430 ortaokul öğrencisi oluşturmaktadır. Araştırmada veri toplama aracı olarak sırası ile Öğrenci Bilgi Formu ve Çocuklar İçin Problem Çözme Envanteri kullanılmıştır. Veriler nicel yöntemler kullanılarak analiz edilmiş olup betimsel istatistik, bağımsız gruplar t testi, tek yönlü varyans (ANOVA) analizi, Pearson çarpım moment korelasyon analizi ve çoklu doğrusal regresyon analizi kullanılmıştır. Araştırmada öğrencilerin, problem çözme algılarının düzeylerinin orta düzeyde olduğu sonucuna ulaşılmıştır. Ayrıca, problem çözme algıları ile matematik başarıları arasında pozitif yönlü ve anlamlı bir ilişki olduğu sonucuna ulaşılmıştır.

This study examined the relationship between secondary school students’ problem-solving success and perceptions using a relational survey model. This study investigated 378 students (212 girls and 166 boys) in the sixth, seventh, and eighth grades between 11 and 14 years old using the convenience sampling method. The problem-solving inventory for children, routine and non-routine problem tests, and problem evaluation rubric were used for data collection. Descriptive and inferential analyzes were utilized. The results indicated that students tended to avoid the problem-solving process. Variables of trust, self-control, and avoidance regarding problem-solving perceptions significantly predicted students’ success in solving routine and non-routine problems.