Students’ mathematical thinking in solving KenKen puzzles based on Stacey’s theory
DOI:
https://doi.org/10.29408/jel.v12i3.34496Keywords:
game-based learning, KenKen puzzle, mathematical thinking, non-routine problem-solving, Stacey’s frameworkAbstract
Mathematical thinking in non-routine problem solving involves not only obtaining correct answers but also exploring possibilities, connecting information, and justifying decisions. This study examined Grade 8 students’ mathematical thinking processes in solving KenKen puzzles using Stacey’s framework of specialization, generalization, conjecturing, and convincing. Employing a qualitative descriptive design, eight students were selected based on contrasting performance patterns in an introductory KenKen task. Data were collected through written solutions to four puzzles and retrospective interviews, and then analyzed deductively using the four processes. Findings revealed that these processes were interrelated and varied across students’ performance profiles. Higher-performing students consistently coordinated puzzle constraints, evaluated possible combinations, and justified their solutions. Intermediate-performing students demonstrated similar processes but required more revisions, particularly in 4×4 puzzles. Lower-performing students struggled to coordinate permissible numbers, cage conditions, and row–column restrictions. This study provides qualitative evidence of how Stacey’s mathematical thinking processes emerge during problem-solving involving multiple simultaneous constraints. The findings highlight KenKen’s potential as a structured instructional context for observing students’ mathematical reasoning, identifying difficulties, and informing targeted instructional support.
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