Factors Affecting Success in Solving a Stand-Alone Geometrical Problem by Students aged 14 to 15

Oct 15, 2026

Study examines factors influencing success in solving a stand-alone geometrical problem among 182 students from grades 7 and 8. The problem originates from Croatia’s State Matura, presented as a textual task supported by an appropriate drawing and contextual information based on elementary geometry. Processed results identify key contributors: visualization skills, detecting and connecting concepts, use of symbolic notations, and problem-solving culture. Findings support recommendations for changes in geometry teaching and learning.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages25

Reading Time1 h 3 min

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Introduction

Problem Tasks

doi: 10.26529/cepsj.889 Factors Affecting Success in Solving a Stand-Alone Geometrical Problem by Students aged 14 to 15 Branka Antunović-Piton*1 and Nives Baranović2 • This paper investigates and considers factors that affect success in solving a stand-alone geometrical problem by 182 students of the 7th and 8th grades of elementary school. The starting point for consideration is a geometrical task from the National Secondary School Leaving Exam in Croatia (State Matura), utilising elementary-level geometry concepts. The task was presented as a textual problem with an appropriate drawing and a task within a given context. After data processing, the key factors affecting the process of problem solving were singled out: visualisation skills, detection and connection of concepts, symbolic notations, and problem-solving culture. The obtained results are the basis of suggestions for changes in the geometry teaching-learning process. Keywords: geometrical problem, mathematic language, problem solving, visualisation 1 *Corresponding Author. Faculty of Educational Sciences, Juraj Dobrila University of Pula, Croatia. 2 Faculty of Humanities and Social Sciences, University of Split, Croatia. 56 factors affecting success in solving a stand-alone geometrical problem ... Dejavniki vplivanja na uspešnost reševanja strogo geometrijskega problema pri uč[encih med 14. in 15](encih med 14. in 15) . letom starosti Branka Antunović-Piton in Nives Baranović • Prispevek obravnava in razišče dejavnike, ki vplivajo na uspešnost reševanja geometrijskega problema 182 uč[encev 7. in 8. razreda osnovne](encev 7. in 8. razreda osnovne) šole. Izhodišče za razmislek je geometrijska naloga z nacionalnega srednješolskega zaključnega ocenjevanja znanja na Hrvaškem (državna matura), ki zahteva uporabo osnovnih geometrijskih pojmov. Naloga je bilapredstavljena kot besedilni problem z ustrezno grafično reprezentacijoin kot naloga v danem kontekstu. Po obdelavi podatkov so bili izbraniključni dejavniki, ki vplivajo na postopek reševanja problemov pri učencih: spretnost vizualizacije, odkrivanje in povezovanje pojmov, simbolnizapisi in kultura reševanja problemov. Pridobljeni rezultati so osnova zapredloge sprememb v procesu poučevanja in učenja geometrije. Ključne besede: geometrijski problem, matematični jezik, reševanje problemov, vizualizacija Introduction Throughout all stages of mathematical education, students are involved in solving various types of mathematical tasks. Such tasks are used as motivational and thematic introductions, learning foundations for novel procedures, algorithms and formulas, and tools for the revision and application of obtained knowledge in new situations and contexts, as well as a discernment of new contents (Kurnik, 2000) . By solving different types oftasks, including tasks of different complexity, students have the opportunity to develop and improve various procedural skills, acquire adequate conceptual knowledge and experience the application of such knowledge and skills in more complex and new mathematics environments (Hsu, 2013). The acquisition and development of problem-solving skills allow students to acquire and apply various mathematical concepts and processes, as well as to develop and cherish adequate mathematical competencies. In the teaching process, the teacher is a designer and executant of all teaching activities (Cavanagh, 2008; Odluka, 2019) . Hence, teachers are tasked with choosing from among various types of mathematical tasks while ensuring an adequate learning environment characterised by equal opportunities to acquire and develop the knowledge, abilities and skills. The current methods of teaching mathematics are often implemented using several topics/subjects focused on a particular subject area (e.g., triangles, quadrilaterals, linear function, vectors, etc.) (MZOS, 2006). Additionally, tasks are chosen to accommodate the learning, practice, and application of area-specif

FAQs

What kind of geometry problem does the study focus on?

It focuses on a stand-alone geometrical problem drawn from Croatia’s State Matura, presented as a textual task with an appropriate drawing and within a given context.

How many students participated, and what grades were they from?

The study considers 182 students from the 7th and 8th grades of elementary school.

Which factors are identified as affecting success in solving the stand-alone problem?

The key factors include visualization skills, detecting and connecting concepts, symbolic notations, and problem-solving culture.

Oct 15, 2026

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