摘要：This study investigated the effects of a course on problem-solving strategies in terms of
the students’ success in problem-solving and their judgment on those strategies. This study, carried out
on 120 teacher trainees, took place over a period of 5 weeks followed by pre-, post- and retention tests in
an attempt to determine the trainees’ level of strategy-learning and problem-solving success. The course
was effective in teaching all the strategies except for equation writing and reasoning and led to an
increase in problem-solving success. It has been concluded that success in problem-solving can be
explicated by three factors. The following sequential order of strategies, namely working backwards,
simplifying problems, systematic list-making, reasoning and making diagrams were indicators of
problem-solving success of the teacher trainees. All the students unanimously made clear that the
strategy-teaching course used in this study should definitely be integrated into their existing curriculum.
关键词：Problem-solving, teaching of problem-solving, problem-solving strategies, non-routine
problems.
