An Exploratory Study of Students’ Mathematical Problem-Solving Ability Based on Wankat and Oreovocz Theory
Abstract
Purpose of the study: This study aims to explore students’ mathematical problem-solving ability based on the Wankat and Oreovocz theory by identifying how students perform across each stage of the problem-solving process in order to provide a comprehensive description of their abilities.
Methodology: This study employed a qualitative descriptive approach using purposive sampling, involving six students from class VII E at SMP Negeri 19 Bandar Lampung. Data were systematically collected through observation, written essay tests, and semi-structured interviews, and analyzed using data reduction, data display, and conclusion drawing with triangulation techniques for validation purposes.
Main Findings: The results show that most students achieved high problem-solving ability, with 59.26% in the excellent category and 25.93% in the good category. Students performed best at the motivation stage (“I Can”) but showed lower performance in planning, evaluation, and generalization stages. High-performing students completed all stages systematically, while lower-performing students experienced difficulties beyond initial stages, especially in selecting appropriate strategies and verifying solutions.
Novelty/Originality of this study: This study offers a detailed stage-based analysis of students’ mathematical problem-solving ability using the Wankat and Oreovocz framework, focusing on students’ actual performance rather than instructional strategies. It provides new insights into specific difficulties at each stage, particularly in planning, and contributes to advancing knowledge on how structured problem-solving frameworks can be applied to analyze students’ cognitive processes.
References
R. Shah and A. L. Gillen, “A systematic literature review of university-industry partnerships in engineering education,” Eur. J. Eng. Educ., vol. 49, no. 3, pp. 577–603, 2024, doi: 10.1080/03043797.2023.2253741.
M. Van Lunenburg, “Accelerating social initiatives: An exploratory study on scaling in the social sector,” Public Manag. Rev., vol. 27, no. 4, pp. 1204–1223, 2025, doi: 10.1080/14719037.2024.2395497.
J. M. Vaterlaus et al., “An exploratory study on college student pandemic recovery,” Soc. Sci. J., vol. 62, no. 2, pp. 454–477, 2025, doi: 10.1080/03623319.2024.2399998.
O. A. Marzouk, “Benchmarking retention, progression, and graduation rates in undergraduate higher education across different time windows,” Cogent Educ., vol. 12, no. 1, pp. 1–38, 2025, doi: 10.1080/2331186X.2025.2498170.
H. Pineo, G. Moore, and G. Moore, “Built environment stakeholders’ experiences of implementing healthy urban development: An exploratory study,” Cities Heal., vol. 6, no. 5, pp. 922–936, 2022, doi: 10.1080/23748834.2021.1876376.
M. Luberti, T. L. Rodgers, and P. Van Der Gryp, “Digital simulation workshops to enhance student learning of Chemical Engineering Thermodynamics,” Interact. Learn. Environ., vol. 1, no. 1, pp. 1–15, 2025, doi: 10.1080/10494820.2025.2529445.
A. Elhilal and A. Elhilal, “Digital conceptual mapping for enhancing mathematical concept formation and creative mathematical problem-solving through cognitive flexibility skills: A mixed methods study,” Cogent Educ., vol. 12, no. 1, pp. 1–21, 2025, doi: 10.1080/2331186X.2025.2494945.
G. M. Tinungki et al., “Exploring the team-assisted individualization cooperative learning to enhance mathematical problem solving, communication and self-proficiency in teaching non-parametric statistics,” Cogent Educ., vol. 11, no. 1, pp. 1–27, 2024, doi: 10.1080/2331186X.2024.2381333.
G. Van Helden, V. Van Der Werf, J. Schleiss, G. Saunders-, and J. Schleiss, “FIETS: A tool for assessing the embedding of theory in engineering education intervention research,” Eur. J. Eng. Educ., vol. 3797, pp. 1–21, 2025, doi: 10.1080/03043797.2025.2532589.
P. Partanen, B. Jansson, and Ö. Sundin, “Fluid reasoning, working memory and planning ability in assessment of risk for mathematical difficulties,” Educ. Psychol. Pract., vol. 36, no. 3, pp. 229–240, 2020, doi: 10.1080/02667363.2020.1736518.
A. Hadjar, S. Backes, and A. Hadjar, “Gender, teaching style, classroom composition and alienation from learning: An exploratory study,” Educ. Res., vol. 65, no. 1, pp. 121–142, 2023, doi: 10.1080/00131881.2022.2143388.
J. De et al., “Group sexual offending in Spain: An exploratory study,” J. Sex. Aggress., vol. 28, no. 2, pp. 164–177, 2022, doi: 10.1080/13552600.2021.1949499.
L. Molnar and Y. Z. Hashimoto, “Homelessness during the Coronavirus Pandemic. Exploratory Study in Switzerland,” Deviant Behav., vol. 44, no. 2, pp. 296–311, 2023, doi: 10.1080/01639625.2022.2039045.
S. Akinci-ceylan, B. Ahn, and S. Akinci-ceylan, “‘I think it’’ s probably one of the most important skills we could ever know’: Insights from early- career engineers on the preparedness of undergraduate degrees for the aerospace industry industry,’” Eur. J. Eng. Educ., vol. 50, no. 2, pp. 320–341, 2025, doi: 10.1080/03043797.2024.2380888.
S. Suwarto, I. Hidayah, R. Rochmad, and M. Masrukan, “Intuitive thinking: Perspectives on intuitive thinking processes in mathematical problem solving through a literature review,” Cogent Educ., vol. 10, no. 2, pp. 1–14, 2023, doi: 10.1080/2331186X.2023.2243119.
P. Arthur and K. Zhukov, “Linking tone frequency and modulation discrimination to formal music education: An exploratory study,” Audit. Percept. Cogn., vol. 8, no. 3, pp. 173–188, 2025, doi: 10.1080/25742442.2025.2523225.
B. Asare, Y. D. Arthur, and B. A. Obeng, “Mathematics self-belief and mathematical creativity of university students: The role of problem-solving skills,” Cogent Educ., vol. 12, no. 1, pp. 1–20, 2025, doi: 10.1080/2331186X.2025.2456438.
R. Grant et al., “Navigating access to medical gender affirmation in Tasmania, Australia: An exploratory study,” Int. J. Transgender Heal., vol. 25, no. 4, pp. 804–815, 2024, doi: 10.1080/26895269.2023.2276179.
E. Evans, J. Bostic, and S. Yee, “Productive problem-solving behaviors of students with learning,” Investig. Math. Learn., vol. 17, no. 2, pp. 120–137, 2025, doi: 10.1080/19477503.2024.2396720.
S. Dart, J. S. Cicek, S. Sohoni, and S. Dart, “REES AAEE special issue on engineering education research capability development: Introduction by guest editors,” Australas. J. Eng. Educ., vol. 28, no. 1, pp. 2–7, 2023, doi: 10.1080/22054952.2023.2231768.
A. Valentine, B. Williams, and A. Valentine, “Scientometric analysis of the publishing behaviour of EU + UK authors in engineering education and further afield,” Eur. J. Eng. Educ. ISSN, vol. 49, no. 2, pp. 389–410, 2024, doi: 10.1080/03043797.2023.2287126.
A. Lia et al., “Sexual orientation and moral reasoning: An exploratory study,” Cogent Psychol., vol. 12, no. 1, pp. 1–10, 2025, doi: 10.1080/23311908.2025.2485746.
B. Chechan, E. Ampadu, A. Pears, and E. Ampadu, “Student strategies for digital tool use in mathematical problem solving,” Int. J. Math. Educ. Sci. Technol., vol. 57, no. 3, pp. 571–590, 2026, doi: 10.1080/0020739X.2025.2457361.
J. Sidenvall, C. Granberg, J. Lithner, and B. Palmberg, “Supporting teachers in supporting students’ mathematical problem solving,” Int. J. Math. Educ. Sci. Technol., vol. 55, no. 10, pp. 2389–2409, 2024, doi: 10.1080/0020739X.2022.2151067.
J. Olsson and C. Granberg, “Teacher-student interaction supporting students’ creative mathematical reasoning during problem solving using Scratch,” Math. Think. Learn., vol. 26, no. 3, pp. 278–305, 2024, doi: 10.1080/10986065.2022.2105567.
S. Friedman, S. A. Morrison, L. Todd, S. Friedman, S. A. Morrison, and L. Todd, “The messy middle: An exploratory study of adolescent environmentalists in North Carolina,” Environ. Educ. Res., vol. 30, no. 9, pp. 1604–1618, 2024, doi: 10.1080/13504622.2024.2342935.
K. J. M. Bennett et al., “The practice behaviors of expert league of legends players: An exploratory study,” Int. J. Human–Computer Interact., vol. 42, no. 4, pp. 2279–2291, 2026, doi: 10.1080/10447318.2025.2527842.
R. Herold-blasius, “The role of strategy keys in enhancing heuristics and self-regulation in mathematical problem-solving: A qualitative, explorative, and type-building study with primary school students,” Investig. Math. Learn., vol. 17, no. 4, pp. 289–308, 2025, doi: 10.1080/19477503.2024.2430135.
N. Ghasem, “The significance of artificial intelligence and machine learning in contemporary chemical engineering curriculum,” Cogent Educ., vol. 12, no. 1, pp. 1–17, 2025, doi: 10.1080/2331186X.2025.2560057.
J. L. González and J. R. Barroso, “Transcendent and cardinal virtues in university students. An exploratory study,” J. Hum. Behav. Soc. Environ., vol. 00, no. 00, pp. 1–23, 2025, doi: 10.1080/10911359.2025.2541655.
L. Hellström, A. Lundberg, L. Hellström, and A. Lundberg, “Understanding bullying from young people’s perspectives: An exploratory study,” Educ. Res., vol. 62, no. 4, pp. 414–433, 2020, doi: 10.1080/00131881.2020.1821388.
F. Asanjarani, F. D. Abadi, M. Ghomi, M. Woudstra, and J. Mesman, “Video observations of maternal sensitivity in urban and Rural Iran: An exploratory study,” Attach. Hum. Dev., vol. 23, no. 2, pp. 164–175, 2021, doi: 10.1080/14616734.2020.1828532.
Copyright (c) 2026 Dini Rahayu, Tan Wen Hsien
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Interval: Indonesian Journal of Mathematical Education is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
.png)
.png)
