The Influence of Teacher-Student Relationships on Mathematics Problem-solving

Louida Penera Patac, Adriano, Jr. Villarosa Patac, Shiela Gales

Abstract


Literatures revealed that the cognitive and affective components are the factors affecting problem solving. In this article we identified factors considered by the students in learning mathematical problem solving. Using a descriptive phenomenological research we identified the lived experiences of forty-five (45) student’s in solving a mathematics problem. Following the Colaizzi method for data analysis, four themes emerged: emotions and self- efficacy as affective factors, and group learning activity and teacher- student relationship as social factors. Sixty items from these four themes were further explored in using an Exploratory Factor Analysis (EFA) for a new set of 200 students. These four-factor structures of the student’s experiences in mathematics problem solving explained 66% of the variance in the pattern of relationships among the items. All four-factor structures had high reliabilities (all at or above Cronbach’s α > .904). The study exemplified that teacher- student interaction relationship during learning activities, which is a social factor, provides the highest correlated factor that influences the mathematical performance of the students.


Keywords


Mathematics Problem solving; Social Skills; Affective Skills; Exploratory Factor Analysis; Colaizzi; Phenomenology

References


Agustyaningrum, N., Sari, R. N., Abadi, A. M., & Mahmudi, A. (2021). Dominant Factors that Cause Students’ Difficulties in Learning Abstract Algebra: A Case Study at a University in Indonesia. International Journal of Instruction, 14(1)..

Aydoğdu, M. Z., & Keşan, C. (2014). A RESEARCH ON GEOMETRY PROBLEM SOLVING STRATEGIES USED BY ELEMENTARY MATHEMATICS TEACHER CANDIDATES. Engineering Sciences & Technologies/Nauki Inzynierskie i Technologie, 4(1).

Azimova, M. (2020). Self-confidence in Oral Performance. Бюллетень науки и практики, 6(4), 444-452.

Bandura, A., & Walters, R. H. (1977). Social learning theory (Vol. 1). Englewood Cliffs, NJ: Prentice-hall.

Brucal, J. W. A., Perez, J. C., Enoslay, I., & Liwanag, D. C. (2019). Answer-Giving Strategy: An Effective Way in Dealing with Mathematical Problem. International Journal of Recent Innovations in Academic Research, 3(1), 193-198.

Christensen, M., Welch, A., & Barr, J. (2017). Husserlian Descriptive Phenomenology: A review of intentionality, reduction and the natural attitude. Journal of Nursing Education and Practice, 7(8), 113-118.

Colaizzi, P. F. (1978). Psychological research as the phenomenologist views it.

Fauziah, R. (2020, October). Mathematical problem-solving ability using flipping classroom with relating, experiencing, applying, cooperating, and transferring learning strategy. In Journal of Physics: Conference Series (Vol. 1663, No. 1, p. 012055). IOP Publishing.

HAIR JUNIOR, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (1998). Multivariate data analysis. New Jersey.

Hannula, M. S. (2015). Emotions in problem solving. In Selected regular lectures from the 12th international congress on mathematical education (pp. 269-288). Springer, Cham.

Hendricks, C. C. (2017). Improving schools through action research: A reflective practice approach. Pearson. One Lake Street, Upper Saddle River, New Jersey 07458.

Hinkin, T. R., Tracey, J. B., & Enz, C. A. (1997). Scale construction: Developing reliable and valid measurement instruments. Journal of Hospitality & Tourism Research, 21(1), 100-120.

Kaiser, H. F. (1960). The application of electronic computers to factor analysis. Educational and psychological measurement, 20(1), 141-151.

Matsunaga, M. (2010). How to Factor-Analyze Your Data Right: Do's, Don'ts, and How-To's. International journal of psychological research, 3(1), 97-110.

Osborne, J. W., Costello, A. B., & Kellow, J. T. (2014). Best practices in exploratory factor analysis (pp. 86-99). Louisville, KY: CreateSpace Independent Publishing Platform. [18] Bandura, A., & Walters, R. H. (1977). Social learning theory (Vol. 1). Englewood Cliffs, NJ: Prentice-hall.

Sanders, C. (2003). Application of Colaizzi’s method: Interpretation of an auditable decision trail by a novice researcher. Contemporary nurse, 14(3), 292-302.

Singer, F. M., Ellerton, N. F., & Cai, J. (Eds.). (2015). Mathematical problem posing: From research to effective practice. Springer.

Taylor, A. Z., & Graham, S. (2007). An examination of the relationship between achievement values and perceptions of barriers among low-SES African American and Latino students. Journal of Educational Psychology, 99(1), 52.

Wassler, P., & Kuteynikova, M. (2020). Living travel vulnerability: A phenomenological study. Tourism Management, 76, 103967.

Wurdinger, S., & Qureshi, M. (2015). Enhancing college students’ life skills through project based learning. Innovative Higher Education, 40(3), 279-286.




DOI: http://dx.doi.org/10.12928/ijeme.v5i2.19856

Article Metrics

Abstract view : 0 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Louida Penera Patac, Adriano, Jr. Villarosa Patac, Shiela Gales

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


International Journal on Emerging Mathematics Education
Kampus 2 Universitas Ahmad Dahlan
Jalan Pramuka No. 42, Pandeyan, Umbulharjo, Yogyakarta - 55161
Telp. (0274) 563515, ext. 4902; Fax. (0274) 564604
Email: ijeme@uad.ac.id


p-ISSN: 2549-4996 | e-ISSN: 2548-5806


This work is licensed under a Creative Commons Attribution 4.0 International License

View IJEME's Stats