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Abstract
This paper examines ‘pseudo-solutioning’ as an event that is closely related to failing to successfully elicit a solution during problem solving. Pseudo-solutioning means conducting problem-solving activities that, at least from an ‘expert's’ point of view, are unlikely to lead the student to a solution that is mathematically or rationally acceptable. For instance, students may pseudo-solution by making inaccurate deductions, by focusing on ideas that seem manageable but are irrelevant, or by focusing on trying to discover special features about the situation but neglecting seeking information and understanding. The paper proposes an explanation of why students pseudo-solution, and discusses its characteristics and consequences [1].