Main Article Content
The purpose of this study was to identify primary school pupils’ strategies while solving two types of problems related to proportion: missing-value problems and ratio comparison problems. This qualitative case study involved Year Five students (aged 11) who were selected through purposive sampling. Data collected using clinical interview technique can show the pupils’ strategies and in-depth justification for each activity shown. This article only presents the analysis of two pupils’ responses related to two missing-value tasks. The findings show that students do not just rely on one strategy, but switch to using a combination of strategies or concepts that are better suited to solve the problem of missing-value. The implications of the findings were also discussed.