This quasi-experimental study focused on the role of Polya’s four-steps in mitigating the problem-solving difficulties that ninth graders studying in private schools in Lebanon faced when solving non-routine math problems (NRMPs). A quantitative approach was used to examine the effectiveness of Polya’s four-step framework: understanding the problem, devising a plan, carrying out the plan, and looking back the solution. The research sample consisted of 67 students, aged 14-15-year-old, who were given Polya-based instruction as 2-week intervention. Pre-post- tests were administered to measure significant improvements in students’ problem-solving abilities. Findings indicated that Polya’s structured approach significantly enhanced the experimental group’s cognitive skills and reduced their difficulties with solving NRMPs. The results suggested that integrating Polya’s steps into the mathematics problem-solving could promote deeper understanding of mathematical concepts and improve 9th graders problem- solving competence. This research added to knowledge on effective strategies for mathematics instruction, focusing on the importance of structured approaches which enabled students to handle NRMPs.

• Polya’s Approach
• Non-Routine Math Problems (NRMPs)
• Bodin’s Taxonomy
• Cognitive Development

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