STUDENT QUESTIONS AS AN INDICATOR OF DIFFICULTIES IN SOLVING MATHEMATICAL COMPETITION PROBLEMS

Abstract

Mathematical competitions play an important role in fostering students’ interest in engaging more deeply with mathematics, as well as in developing a healthy sense of competition among peers. By solving more complex problems, students not only deepen their mathematical knowledge but also develop competencies for addressing and overcoming challenging situations. The aim of this study is to examine the types of challenges primary school students encounter when solving mathematical competition problems. The research was conducted through a thematic analysis of questions posed by students from grades 3 to 8 in the Šumadija District during municipal and regional competitions in the 2025/2026 school year. The results indicate that the identified challenges can be grouped into several categories: misunderstanding of the problem and its requirements; lack of familiarity with mathematical terminology and notation; difficulties in interpreting problem conditions; challenges related to the mental visualization of mathematical concepts and their relationships; absence of appropriate problem-solving strategies; and uncertainty regarding the correctness or meaning of the obtained solution. The paper presents representative examples for each category, along with an analysis of their distribution across different student age groups. The findings provide useful guidance for teachers in improving both regular and supplementary mathematics instruction, particularly in fostering students’ understanding of problems and their ability to select appropriate solution strategies, which may ultimately contribute to better performance in mathematical competitions.