Investigating Sixth-Grade Students’ Reasoning Strategies, Difficulties, and Coping Strategies During the Mastermind (Code-Breaking) Game

Abstract

This study aimed to examine the reasoning strategies used by sixth-grade students during the Mastermind (Code-Breaking) game process, the difficulties they encountered, and the strategies they used to cope with these difficulties. The study was conducted as a qualitative case study with 12 sixth-grade students attending a public school in Ankara, Türkiye. The activity was structured around the Mastermind game, which was implemented at two levels of difficulty using three-bead and four-bead code structures. Data were collected through a pre-game student information form, post-game reflection forms, audio-recorded student dialogues, and researcher observation notes. The data were analyzed through content analysis, and students’ reasoning processes were interpreted using Lithner’s framework of imitative and creative mathematically founded reasoning. The findings showed that students used strategies such as guessing, elimination, planning, using feedback clues, referring to previous guesses, and comparison. At the more complex game level, students experienced difficulties such as managing many possibilities, following color-position relationships, and making decisions. The results suggest that Mastermind provides a reusable and engaging learning context that makes students’ reasoning, problem-solving, and strategy development processes visible. The study recommends using leveled intelligence games in mathematics classrooms and encouraging students to explain their strategies after gameplay.