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These textbooks are analyzed using two classifications. The first classification is based on how much creativity and problem solving skills pupils need to solve a given task. In this classification problems are gouped in three categories: routine problems, grayarea problems and puzzle-like (non-routine) problems. The results show that most of the problems from textbooks are routine-problems. Only about 15% of the problems are more difficult, which can be solved in few steps, but even these problems are not challenging. The second classification divide problems based on how the operation chain they have to solve is given: by numbers, by text or in a word problem. The results show that there are big differences in the percentage of problems from these three categories in different textbooks. In one of the studied textbook half of the problems are word problems, in the other one only one quarter.  \nKeywords: mathematical problem solving; non-routine problems, textbook.  \nIntroduction  \nInternational Mathematics tests focus on problem solving, thus these tests includes non-routine problems too. Romanian pupils have high scores, above international average on routine problems, but they obtain lower scores than the average on non-routine problems.  \nThe aim of this paper is to present a research regarding Hungarian 3th grade primary school textbooks from Romania. The problems from these textbooks are analyzed based on two classifications. The first classification is based on how much creativity and problem solving skills pupils need to solve a given task. In this classification problems are gouped in three categories: routine problems, gray-area problems and puzzle-like (non-routine) problems. The second classification divides problems based on how the operation chain they have to solve is given: by numbers, by text or in a word problem.  \nTheoretical background  \nWhile learning Mathematics, pupils solve exercises and problems in order to deeper the acquired knowledge and to develop their mathematical skills. Kantowski (1977, p. 163) highlight the differences between exercise and problem: “an individual is faced with a problem when he encountersa question he cannot answer or a situation he is unable to resolve using the knowledge immediately available to him. [.…] A problem differs from an exercise in that the problem solver does not have an algorithm that, when applied, will certainly lead to a solution.” In some literature problems are named“non-routine problems” in order to highlight that when solving a problem “requires a novel idea from the student”(Milgram, 2007, p. 47) . In TIMMS 2011 framework “non-routine problems are problems that are very likely to be unfamiliar to students. They make cognitive demands over and above those needed for solution of routine problems, even when the knowledge and skills required for their solution have been learned.” (Mullis et al, 2009, p. 45) . So if the student knows what method, algorithm, technique or formula to use for solving a task, then that task is not a problem, it is a routine exercise (Schoenfeld, 1985) . Thus it is possible that the same task is a problem for one student and it isan exercise for another one (Zhu & Fan, 2006) . Also, a problem is no longer considered a problem for that student, who already solved it (Selden et al, 1999) .  \nIn order to be able to solve non-routine problems, students’ problem solving competence has to be developed. According to PISA evaluators “problem solving competency is an individual’s capacity to engage in cognitive processing to understand and resolve problem situations where a method of solution is not immediately obvious. It includes the willingness to engage with such situations in order to achieve one’s potenti","cbCaim1cvpHyRs1s","https://ap.wps.com/l/cbCaim1cvpHyRs1s","pdf",98347,"English","# Introduction\n## Theoretical background\n# Research focus and classification approach","[{\"question\":\"How are workbook problems classified in the paper’s first scheme?\",\"answer\":\"Problems are grouped by how much creativity and problem-solving skill pupils need, forming three categories: routine problems, gray-area problems, and puzzle-like (non-routine) problems.\"},{\"question\":\"What do the results show about the proportion of non-routine problems?\",\"answer\":\"Most problems are routine. Only about 15% are more difficult, typically solvable in a few steps, and even those are described as not highly challenging.\"},{\"question\":\"How does the second classification differ from the first?\",\"answer\":\"It divides problems by the operation chain required: problems solved by numbers, by text, or through word problems, revealing substantial differences among the studied textbooks.\"}]","Volume 5 - Number 3 - Non-Routine Problems in Primary Mathematics Workbooks from Romania | PDF",1792065357]