Determinants of problem solving performance
basis for mathematical model development
DOI:
https://doi.org/10.31686/ijier.vol6.iss10.1138Keywords:
Epistemological belief, Motivation, Curiosity, cognitive style, metacognitive style, Problem solving in MathematicsAbstract
This study aimed to look into the determinants of problem solving performance among the pre-service mathematics teachers with the end view of developing a mathematical model. Specifically, it looked for the description of the pre-service mathematics teachers in terms of the following variables: epistemological belief, motivation, curiosity, cognition, and metacognition; level of problem solving performance, relationship of the predictor variables under study and the mathematics problem solving performance, best predictor of mathematics problem solving if taken singly or in combination. Mathematical model was developed as output of the study. A researcher-made questionnaire and test were the instruments used in gathering the data needed in the correlational research. Purposive sampling method was used to obtain the 118 pre-service mathematics teachers who served as respondents. The statistical tools used were weighted mean , mean and standard deviation, Pearson’s product moment correlation coefficient and stepwise multiple regression analysis. The study revealed that the pre-service mathematics teachers had strong epistemological belief, strong motivational belief, belief in curiosity, belief in cognitive style and metacognitive learning style as reflected in strong agreement with those variables. It also revealed that the pre-service mathematics teachers had average performance in mathematics problem solving as shown in the result in problem solving performance test. Findings also revealed that the problem solving performance was significantly related to epistemological belief, curiosity, cognitive and metacognitive learning style. When taken singly, the best predictor among those variables was the epistemological belief and when in combination, their epistemological belief, cognitive and the metacognitive learning style gave the best results. As a result of this study, a mathematical PSP model was produced to enhance the mathematics problem solving performance of pre-service mathematics teachers.
References
Malysian Students”. Department of Educational Psychology and Departmen of Math and Science. Malaysia
Andri Marcou, Georgen Philippou. (2005).”Motivational Belief, Self-Regulated Learning and
Mathematical Problem Solving”,London South Bank University and University of Cyprus
Ashman, Adrian F., and Conway, Robert N. (2000) “Introduction to Cognitive Education:Theory and
Applications”. Florence, KY, USA: Rutledge
Badiee, Hanieh Narges Babakhani, KianoushHashemian.(2013). “The Explanation of structural model of
academic achievement based on perception of classroom structure and use of motivational strategies in middle schools of Tehran”
Ben-Jour, Meir.(2006). “Concept–Rich Mathematics Instruction : Building a Strong Foundation for
Reasoning and Problem Solving”. Alexandria, VA, USA:.Copyright © Association for Supervision & Curriculum Development (ASCD).
Collins, R. P., Litman, J. A., &Spielberger, C. D. (2004). “The Measurement of Perceptual Curiosity.
Personality and Individual Differences”,36,1127-1141
Daeryong Seo, (2000),”The Motivational Construct in
Mathematics Learning Using Structural Equation Modeling: The Korean Elementary School Math Class”. Disseratation
Hofer B.K. and P. R. Pintrich , (2002) (Eds.), “Personal Epistemology: The Psychology of Beliefs About
Knowledge and Knowing “(pp. 261-276). Mahwah, NJ: Erlbaum
Khine, MyintSwe, Ping, Lim Cher, and Cunningham, Donald,.(2013) eds. “Application of Structural
Equation Modeling in Educational Research and Practice”. Rotterdam, NLD: SensePublishers
Kashdan,T.B., et al. (2009). “The Curiosity and Exploration Inventory-II: Development, Factor Structure,
and Psychmetric”. Journal of Research in Personality
Marcou, Andri, George Philippou.(2005). “Motivational Beliefs, Self –Regulated Leaninr and
Mathematical Problem Solving” London South Bank University, and University of Cyprus
Martin, Lorna P.,(1998), “The Cognitive Style Inventory”. The Pfeiffer Library Volume 8, 2nd Edition.
Jossey-Bass/Pfeiffe
Muis, K. R. (2007). “The role of epistemic beliefs in self–regulated learning”. Educational Psychologist,
42, 173–190.
Pajares, F. (2001). “Self-Beliefs and School Success: Self-efficacy, Self-Concept, and School
Achievement.” In R. Riding & S. Rayner (Eds.), Self-Perception (pp. 239-266). London: Ablex Publishing
Schommer ,Marlene (2004). “Explaning the Epistemological BeliefsSystem: Introducing the Embedded
Systematic Model and Coordinated Research Approach.Educ’l”. Psychologist.Lawrence Erlbaum Ass.Inc
Wigfield, Allan, and Eccles, Jacquelynne S.,(2002) eds. “Development of Achievement Motivation”. San
Diego, US: Academic Press
Wigfield, Allan ans Cambria Jenna. (2010).” Students’ Achievement Values, Goal Orientations, and
Interest: Definitions, development, and Relations to Achievement Outcomes”. journal homepage: www.elsevier.com/locate/dr Department of Human Development, University of Maryland,United States
Downloads
Published
Issue
Section
License
Copyright (c) 2018 Charity Arellano Aldover
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author for more visit Copyright & License.
How to Cite
