Exploring Elementary School Students’ Thinking Strategies in Solving Cryptarithmetic Puzzles

Abstract

Mathematical problem-solving requires elementary school students to integrate numerical understanding, strategic reasoning, and solution verification. This study aims to explore students' mathematical thinking strategies when solving cryptarithmetic puzzles across three levels of task complexity. Using a qualitative case study design, the study involved 24 fifth-grade students at UPT SD Negeri 115 Pinrang, Indonesia. Data were collected through written problem-solving tasks, classroom observations, and students' written reflections, and analyzed using deductive–inductive thematic analysis. The analysis focused on strategy selection, strategic changes, constraint-based reasoning, and solution verification. The findings [insert verified results concerning strategy variation, strategic revision, and mathematical justification]. Particular attention was given to distinguishing arithmetic accuracy from compliance with symbolic constraints. The study emphasizes that correct answers alone do not fully represent the quality of students' mathematical reasoning. Cryptarithmetic puzzles provide a meaningful context for exploring strategy variation, error monitoring, and mathematical justification. These insights highlight the potential of cryptarithmetic as a learning activity and formative assessment tool that supports reflective, process-oriented mathematics instruction in elementary education.