Abstract:Relatively little is known about pupils’ ability in applying mathematical concepts to solving hands-on problems. With the mode of assessment remaining largely unchanged over the last decade, teacher’s perceptions of their pupils’ hands-on performance ability relies much on the traditional pen-and-paper tests which may not be sufficient in assessing the application skills of individual pupils. This paper reports on a study which was aimed at finding out pupils’ strengths and weaknesses in approaching such hands-on problems in mathematics. Such information could be useful in helping classroom teachers customise their lessons in a way that would enhance pupil learning and problem-solving. Five-hundred-and-four students from 14 intact classes of five mainstream primary schools took part in the study. Five mathematics-related performance assessment tasks replicated from the TIMSS-95 Performance Assessment sub-study were used as the main instrument for data collection and analysis.