Problem-solving disposition as a predictor of preservice elementary teachers’ problem-solving performance

Journal of Education and Learning (EduLearn) Vol. 19, No. 1, February 2025, pp. 54~62 ISSN: 2089-9823 DOI: 10.11591/edulearn.v19i1.21387  54 Problem-solving disposition as a predictor of preservice elementary teachers’ problem-solving performance Theresa G. Dangkulos1, Edwin D. Ibañez2, Jupeth Toriano Pentang1 1 Department of Science Education, College of Education, Central Luzon State University, Science City of Muñoz, Philippines 2 Department of Mathematics and Physics, College of Science, Central Luzon State University, Science City of Muñoz, Philippines Article Info ABSTRACT Article history: Proficiency in solving mathematical problems is essential for preservice elementary teachers, as they will teach foundational math concepts and foster problem-solving abilities among young learners. However, many studies found low problem-solving performance among preservice teachers. In line with this, the present study examined how problem-solving disposition relates to the performance of preservice elementary teachers, conducted at a selected higher education institution in Nueva Ecija, Philippines, with 134 participants. The study utilized a mathematical problem-solving disposition and beliefs scale questionnaire and a problemsolving test scored using the identify, define, explore, act, and look (IDEAL) model. Results indicated an average problem-solving disposition and high problem-solving performance among preservice teachers. Linear regression analysis showed that overall problem-solving disposition is a predictor of performance. Further, stepwise regression analysis revealed that two disposition parameters, mathematical mindset (β = 2.413, p < 0.01) and community of practice (β = 1.866, p < 0.01), significantly predicted problem-solving performance. These findings show the significance of developing a problem-solving disposition, mindset, and learning communities to improve future teachers’ problem-solving ability by providing more learning opportunities, interdisciplinary problems, and social engagements. Received Oct 21, 2023 Revised Apr 1, 2024 Accepted May 18, 2024 Keywords: Community of practice Educational outcomes IDEAL model Mathematical mindset Mathematics education Prospective teachers This is an open access article under the CC BY-SA license. Corresponding Author: Jupeth Toriano Pentang Department of Science Education, College of Education, Central Luzon State University Science City of Muñoz, Nueva Ecija, Philippines Email: 1. INTRODUCTION Teaching problem-solving skills to young learners is vital to the mathematics curriculum. Cultivating problem-solving skills boosts mathematical proficiency and advances 21st-century skills, including critical thinking, creative thinking, and conceptual reasoning [1], [2]. In this sense, preservice elementary teachers must be proficient in solving math problems since they will be responsible for teaching basic math concepts and cultivating problem-solving skills among young learners. Hence, assessing the problem-solving abilities of preservice elementary teachers is crucial to determining the effectiveness of their training in developing both problem-solving skills and knowledge of teaching content [3]. This evaluation shows their proficiency in problem-solving and gives insights into how well they can engage students using inquiry-based learning methods in science and math [4]. Understanding their ability towards problem-solving contributes to the quality of education young learners will receive in these foundational subjects. Further, Journal homepage: http://edulearn.intelektual.org J Edu & Learn ISSN: 2089-9823  55 teachers’ problem-solving skills should be given attention in mathematics teaching as they directly influence the problem-solving abilities of the students [5]. However, preservice teachers’ problem-solving skills are inadequate. In the Philippines, for instance, a study found that preservice elementary teachers exhibited low performance on a problem-solving test [5] and that many preservice teachers believe that they cannot do mathematics, which can highly impact their problem-solving abilities [6]. The same problem occurs even in other countries. In Indonesia, a study reported that most students failed to reach adequate proficiency in problem-solving [7]. In the USA, it was found that only a few preservice teachers could correctly answer a multistep fraction word problem, showing a lack in their ability to solve problems better than other subjects [8]. Further, in Spain, it was observed that preservice teachers faced difficulties with mathematical content, particularly when solving multistep problems [9]. These findings underscore preservice teachers’ challenges in effectively solving mathematical problems. Aligned with this, several factors, such as disposition, could influence an individual’s problemsolving performance. Disposition refers to individuals’ attitudes, perceptions, and qualities, which play a crucial role in various contexts, such as teaching, learning, and professional practice [10]−[12]. In other words, individuals’ inherent tendencies or qualities shape their approach to tasks and relationships. In education, teacher dispositions are the moral virtues or qualities that shape how teachers engage with students and colleagues [13]. Likewise, in mathematics education, dispositions are recognized as essential to being a critical thinker and are crucial for developing critical thinking skills [14]. In the present study, disposition was specified as problem-solving disposition. The problem-solving disposition refers to an individual’s inclination, beliefs, attitude, confidence, and willingness to engage in and persist with problem-solving activities [15]−[19]. Problem-solving involves actively seeking solutions for challenging situations that are difficult to resolve [20]. When students encounter an unfamiliar or complex problem, they should possess a strong drive and motivation to find a resolution. Additionally, they should believe in their ability to succeed in that mathematical task and other related tasks. Further, these dispositions are often related to performance [21]−[23], implying that having a high disposition toward problem-solving helps individuals solve mathematical problems. The development of a variety of cognitive and emotional mathematical abilities, including problem-solving techniques, mathematical communication, and conceptual understanding, is positively influenced by a mathematical disposition [24]. This implies they are likelier to foster and enhance mathematical abilities by establishing a mathematical disposition as a foundational aspect. To date, there are immense studies on problem-solving performance. In particular, Cansoy and Türkoğlu [25] found that preservice teachers’ ability to think critically and solve problems predicts how effective they are in engaging students, using teaching methods, and managing classrooms; Pentang et al. [26] exam (...truncated)