A Student's cognitive dissonance in solving non-routine perimeter problems

Abstract

Unexplained non-routine problem solving strategies emerging during learning processes encourage students to think deeply about mathematical concepts related to the problems given. In addition, non-routine problems offer a mathematical task never encountered by students before. This article analyses observation results of students' article are students' opinions on non-routine problems given, strategies carried out while solving the problems, and accuracies of decisions made to solve the problems. In the study, a qualitative research method comprising analysis of students' written answers and follow up interviewers is chosen. The subject of the study is a second grade high school students majoring in natural science with an average mathematical achievement, based on her academic records. The results reveal whether relevant cognitive relationships developed by students dissonant.