Abstract
The main purpose of this article is to verify the teaching process with "interpretation discussion" that author proposed in order to promote the constructive condition of mathematical problem solving strategies. And so, experimental lessons were conducted in 8th grade. There are three issues of the investigation of the teaching process in 8th grade: 1) Can interpretation discussion be introduced in the lessons, and function as an instructional method to promote the constructive condition of mathematical problem solving strategies? 2) Can students construct mathematical problem solving strategies in everyday lessons by using "interpretation discussion"? 3) Can the constructive condition of students on mathematical problem solving strategies improve by the teaching process with "interpretation discussion"? These issues were verified by comparing experimental group that practiced the teaching process through 7 lessons with control group that was not instructed strategies at all. Pre-test and Post-test problems are not similar with problems which used in experimental lessons. Through the lessons and these analyses, first and second issues are verified positively. But authenticity of third issue could not be verified because of some factors. And this article showed some suggestions for the effective introduction of mathematical problem solving strategies instruction.
