Abstract
This study examined mathematical problem solving strategies of sixth graders. The students had received the instruction of problem solving strategies for three years regularly in arithmetic lessons. Twenty good students and twenty poor students were selected based on the problem solving test. Three differences in their solution processes were observed. Good students were more likely to use a "look for a pattern" strategy and a "mathematical expression" strategy, while poor students often used a "make a table" strategy and a "draw a figure" strategy. Some good students tended to be more concerned about obtaining "elegant" solutions. When they were confused in solving a problem, good students easily changed their strategies and succeeded. Instead, poor students did not have the abilty to use alternative strategy and failed. These results suggested that it is difficult for poor students to learn "look for a pattern" strategy and to evaluate and improve their solution processes even though they had received long-term teaching.
