{"intvolume":"        47","article_type":"original","date_updated":"2026-06-15T10:13:14Z","author":[{"id":"126182","first_name":"Raja","last_name":"Herold-Blasius","full_name":"Herold-Blasius, Raja"},{"full_name":"Kleinschmidt, Hannah","first_name":"Hannah","last_name":"Kleinschmidt"},{"last_name":"Ziller","first_name":"Conrad","full_name":"Ziller, Conrad"}],"title":"Dimensions of Heuristic Use in Mathematical Problem Solving: Evidence from Early Secondary School Students","year":"2026","doi":"https://doi.org/10.1007/s13138-026-00270-6","language":[{"iso":"eng"}],"main_file_link":[{"url":"https://doi.org/10.1007/s13138-026-00270-6","open_access":"1"}],"abstract":[{"lang":"eng","text":"Mathematical problem solving is a highly complex competence that needs\r\nto be supported throughout the learning process. This study examines the role of\r\nproblem-solving heuristics among 73 sixth-grade students in a German secondary\r\nschool (Gesamtschule). Specifically, we focus on the empirical relationship between\r\nthe occurrence of heuristics, their suitability, and application, as well as their contribution\r\nto problem-solving success. To this end, we developed a heuristic training that\r\nintroduced strategy keys (heuristic aid cards) accompanied by explanatory videos. By\r\nleveraging variations in the successful application of the heuristics between students\r\nand across multiple sessions (73 students in 4 training situations and 3 problems\r\nin a final test), we discover from regression models with student and task-fixed effects\r\nthat a successful use of heuristics (i.e., an heuristic occurred, that heuristic had\r\na high suitability regarding the problem, and it was applied correctly) leads to more\r\nsuccessful mathematical problem solving. Regarding the underlying mechanism, we\r\nfind that all dimensions of heuristic use (occurrence, suitability, and application\r\nof heuristics) are positively related to problem-solving success. When comparing\r\nthe predictive capacity of all three aspects, we identified the correct application of\r\nheuristics as particularly conducive for better problem-solving success. In comparing\r\nthe group of students with high to those with low initial math competence, we find no significant differences in the relationship between heuristic use and problemsolving\r\nsuccess across achievement groups. Our results emphasize the crucial role\r\nof heuristic application in mathematical problem solving, which generally benefits\r\nstudents regardless of their overall math competence."}],"issue":"6","publication":"Journal für Mathematik-Didaktik","department":[{"_id":"97"}],"type":"journal_article","date_created":"2026-06-15T10:08:04Z","file":[{"file_id":"65866","content_type":"application/pdf","success":1,"relation":"main_file","date_updated":"2026-06-15T10:03:48Z","file_name":"2026_JMD_Herold-Blasius et al_Dimensions of heuristic use.pdf","access_level":"closed","file_size":1766182,"date_created":"2026-06-15T10:03:48Z","creator":"rheroldb"}],"has_accepted_license":"1","status":"public","volume":47,"ddc":["510"],"user_id":"126182","_id":"65865","quality_controlled":"1","citation":{"ama":"Herold-Blasius R, Kleinschmidt H, Ziller C. Dimensions of Heuristic Use in Mathematical Problem Solving: Evidence from Early Secondary School Students. <i>Journal für Mathematik-Didaktik</i>. 2026;47(6). doi:<a href=\"https://doi.org/10.1007/s13138-026-00270-6\">https://doi.org/10.1007/s13138-026-00270-6</a>","bibtex":"@article{Herold-Blasius_Kleinschmidt_Ziller_2026, title={Dimensions of Heuristic Use in Mathematical Problem Solving: Evidence from Early Secondary School Students}, volume={47}, DOI={<a href=\"https://doi.org/10.1007/s13138-026-00270-6\">https://doi.org/10.1007/s13138-026-00270-6</a>}, number={6}, journal={Journal für Mathematik-Didaktik}, author={Herold-Blasius, Raja and Kleinschmidt, Hannah and Ziller, Conrad}, year={2026} }","mla":"Herold-Blasius, Raja, et al. “Dimensions of Heuristic Use in Mathematical Problem Solving: Evidence from Early Secondary School Students.” <i>Journal Für Mathematik-Didaktik</i>, vol. 47, no. 6, 2026, doi:<a href=\"https://doi.org/10.1007/s13138-026-00270-6\">https://doi.org/10.1007/s13138-026-00270-6</a>.","short":"R. Herold-Blasius, H. Kleinschmidt, C. Ziller, Journal Für Mathematik-Didaktik 47 (2026).","chicago":"Herold-Blasius, Raja, Hannah Kleinschmidt, and Conrad Ziller. “Dimensions of Heuristic Use in Mathematical Problem Solving: Evidence from Early Secondary School Students.” <i>Journal Für Mathematik-Didaktik</i> 47, no. 6 (2026). <a href=\"https://doi.org/10.1007/s13138-026-00270-6\">https://doi.org/10.1007/s13138-026-00270-6</a>.","apa":"Herold-Blasius, R., Kleinschmidt, H., &#38; Ziller, C. (2026). Dimensions of Heuristic Use in Mathematical Problem Solving: Evidence from Early Secondary School Students. <i>Journal Für Mathematik-Didaktik</i>, <i>47</i>(6). <a href=\"https://doi.org/10.1007/s13138-026-00270-6\">https://doi.org/10.1007/s13138-026-00270-6</a>","ieee":"R. Herold-Blasius, H. Kleinschmidt, and C. Ziller, “Dimensions of Heuristic Use in Mathematical Problem Solving: Evidence from Early Secondary School Students,” <i>Journal für Mathematik-Didaktik</i>, vol. 47, no. 6, 2026, doi: <a href=\"https://doi.org/10.1007/s13138-026-00270-6\">https://doi.org/10.1007/s13138-026-00270-6</a>."},"file_date_updated":"2026-06-15T10:03:48Z","oa":"1"}