8th grade mathematics education causes of difficulties encountered in solving non-routine problems

In this study, it was aimed to investigate the reasons for the difficulties in solving non-routine problems in 8th grade mathematics education. The study was conducted with 8th grade students attending Yukarıkocayatak Secondary School in Serik, Antalya province within the scope of a case study from qualitative research methods. The research group was asked 10 non-routine mathematics problems. The problem solving process of the students was determined through semi-structured interviews. The stages of problem solving were examined within the framework of understanding the problem, making a plan, implementing the plan, and controlling the result, and the reasons for the difficulties encountered by the students were tried to be determined. The strategies to be studied were determined as reasoning, systematic list making, diagramming, working backwards, writing math sentences, estimation control and tabulation. The findings obtained were analyzed qualitatively. Students' problem solutions and interview records were subjected to content analysis through document analysis in line with the purpose of the study. According to the findings of the study, it was determined that students had difficulties in solving problems at the comprehension stage due to reading the problem meaningfully, variations in making sense of the problem, misreading the problem, lack of attention, and inability to summarize the problem. At the planning stage, it was determined that they had difficulty in solving the problem due to lack of seeing different question patterns, inability to establish a relationship between data, and not focusing on the process of making operations. At the plan implementation stage, it was determined that they had difficulties in solving the problem due to process errors, incomplete establishment of the plan, and unplanned implementation. At the stage of controlling the result; it was determined that they had difficulty in the solution due to not evaluating the plan and focusing on procedural evaluation.