SKILLED-UNSKILLED MATHEMATICAL PROBLEM SOLVERS: JORDANIAN-STUDENTS' DIFFERENCES IN SOLVING GEOMETRICAL PROBLEMS

Abstract

A written geometry test in the subject of triangles that required students to produce the answer was administered to 240 ninth-grade students (70 skilled-mathematical problem solvers and 170 unskilledmathematical problem solvers). A quantitative-content analysis methodology was used to analyze students' responses to the test. Overall findings suggest that most skilled-mathematical problem solvers seemed to have adequate mathematical knowledge, skills and reasoning that have helped them understand geometrical problems in a way that helped them in devising a suitable plan then carrying out this plan and making sure that their solutions are reasonable and make sense to them. On the contrary, most unskilled-mathematical problem solvers seemed not to have such adequate knowledge, skills and reasoning. As a result, skilled mathematical problem solvers' behaviors of solving geometrical problems differ from that of unskilled mathematical problem solvers' behaviors. Classroom implications and suggestions for further research are included.