The examination of mathematical thinking processes of secondary school students

The purpose of the research is to examine and reveal the relationship between secondary school students in terms of various variables by identifying their problem solving skills in terms of detection levels and routine and non-routine problems. Based on the basic purpose of the research, sub-purposes have been determined. The study was conducted as correlational surveys design. Quantitative and qualitative data were analyzed independently with different techniques. The sample of the study is 6, 7 and 8 of the two official secondary schools affiliated to Adıyaman National Education Directorate in the 2018-2019 academic year, which is determined by homogeneous sampling methods from the universe. 430 students studying in their classrooms. "Problem Solving Inventory for Children" was used to determine students problem solving skills detection levels, and "Routine and Non Routine Problem Form" was used to determine their way of solving routine and non-routine problems. The analysis of quantitative data used descriptive statistics, independent groups t testing, dependent groups t test, one-way variance analysis and Pearson product moment correlation analysis. In the analysis of qualitative data, content analysis was applied. When the results from the findings are examined; the total score of students' detection levels of problem solving skills was found to be "occasionally". There was no statistically significant difference between total points of detection levels of problem solving skills and gender, class level and math course success. However, when examined according to their subfactors, it was observed that there was differentiation according to class level and mathematics course success. When examining the routine and non-routine problems of students, it was found that they were more successful in routine problems. While there was no significant difference between the students' routine and non-routine problems and their gender, a statistically significant difference was found according to class level and math course success. There is no link between the levels of detecting problem solving skills of students and their routine and non-routine problems solving conditions. Students' routine and non-routine problem solving strategies are listed as arithmetic strategy, prediction and control, equation-building, correlation finding, systematic listing, drawing and logical reasoning according to the percentage of use. Keywords: Problem solving perceptions, routine and non-routine problems, problem solving strategies