Abstract:
Students’ beliefs about mathematics problem solving play an important role, since
students’ beliefs are vital forces in students’ mathematics learning and problem solving.
Beliefs about the problem solving in mathematics shape the behaviors of students learning
and it can reflect their opinion on what mathematics is like and how the student
approaches mathematical problems and tasks. The purpose of this study was to investigate
preparatory students’ beliefs of problem solving in mathematics classes in terms of
different variables. To address the problem quantitative approach using survey study
design was employed. The data was collected from three schools a case of using stratified
sampling techniques. The sample included 359 11th and 12th students and 12 teachers. The
data collection instruments were study questionnaire, interview and observation. The
quantitative data obtained was analyzed using frequency, percentage mean and
independent samples t-test using SPSS version 24. Consequently, this study revealed that
the majority of the result respondents have negative belief for problem solving in
mathematics. The study concluded that there were statistically significant differences
between male and female students’ beliefs in problem solving of mathematics regarding
the implementation of mathematics problem, looking back solution of mathematics
problems and mathematics problem solving skills. However, there were no statistically
significant differences between male and female related to the importance of mathematics,
understanding of the problem and devising the plan of mathematics problems. This study
disclosed that there was statistically significant stream difference in students’ beliefs in
problem solving of mathematics. Regarding students’ beliefs about problem solving in
mathematics related to grade level, the study found that there were statistically significant
belief differences among grade 11 and 12. The researcher recommended that monitoring
and evaluation of the attainment of learning goals, Creating a new position on
empowering the mathematics teachers for the consistent scientific way of problem solving
(conducting action research)
