Collaborative Problem Solving (CPS) is one of the most critical and necessary skills in education and workplace; hence, its assessment is a necessary subject of research. CPS assessment tools must be crafted to establish the effectiveness of the pedagogies to CPS development. Therefore, to address these gaps, this study developed a Likert scale called Mathematics Collaborative Problem Solving Skills (MaCoPSS) Scale. The scale development followed the process: (1) item generation, (2) item evaluation, (3) try-outs, (4) Exploratory Analysis, (5) final evaluation. Open-ended questionnaires were administered to 273 respondents. After analysis, 551 statements were produced as initial item pool. The items are evaluated and only 59 of them are used for the draft scale for the try-outs. The scale was administered to 648 students for the try-outs and responses were cleaned then subjected to Exploratory Factor Analysis (EFA). Two factors, namely social skills (SS) and problem-solving skills (PSS) were extracted. To establish internal consistency, the factors are correlated to one another (r=0.708), and factor to total raw score (TRS) correlations are highly correlated: SS-TRS (r=0.955) and PSS-TRS (r=0.894). The final scale consists of 27 SS and 17 PSS items. The overall reliability coefficient of the scale is α=0.941. The resulting scale is considered valid and reliable.

Drawing from the national evaluation of the DOST-SEI’s project STAR, this paper presents the case of the Northern Mindanao. Teaching Mathematics through Problem Solving (TMPS), interdisciplinary contextualization, and Lesson Study are the main training content of the project STAR. A good mixture of theory presentation, demonstration, practice, feedbacking and coaching compose the typical training design of the project. This evaluation study revealed that the training from 2014-2017 have applied the training content in different settings, mostly in the classroom and among small group of teachers The participants’ teaching practice are impacted by the training evidenced by the change of their beliefs, attitudes and roles in the classroom Teacher participants also claimed to have gained professional skills as they continue on their implementation but have also encountered various challenges such as the lack of monitoring and feedback. Form the insights on student interviews and class observations, there are evidences that students indeed benefitted from the teachers’ implementation of the training content. Recommendations based from the results are also discussed..

<p>The goal of mathematics education in the Philippines is the development of critical thinking and problem-solving skills of the students. The pandemic, however, posed a serious challenge in implementing strategies that would promote 21st-century skills among unprepared students. This paper aimed to present the mathematics instructor’s experience in promoting collaboration in the time of the pandemic among pre-service teachers, utilizing the innovative and flexible (InFleX) modality. As action research, this paper describes the implementation of modular collaboration projects and study groups to promote collaboration. Utilizing local research outputs on interdisciplinary contextualized project-based units, collaborative problem solving, and communication patterns, these mechanisms of implementing collaborative activities in online and distance learning modality was devised. Purposive sampling is employed in the collection of student data. Preliminary survey results of the student experiences yielded some types of students’ mechanisms of decision-making and collaboration that are termed additive; goal-oriented and consultative. Students also expressed the role of the teacher in the collaboration activity and the challenges encountered. The implementation of the modular collab projects amidst the challenge of connectivity and the pandemic through the establishment of study groups and multiple communication channels encouraged students to achieve the module outcomes.</p><p> </p><p class="06ContentAbstract">Tujuan pendidikan matematika di Filipina adalah pengembangan kemampuan berpikir kritis dan pemecahan masalah para mahasiswa. Namun, pandemi menimbulkan tantangan serius dalam menerapkan strategi yang akan mempromosikan keterampilan abad ke-21 di kalangan mahasiswa yang tidak siap. Artikel ini bertujuan untuk menyajikan pengalaman instruktur matematika dalam mempromosikan kolaborasi di masa pandemi di antara calon guru, dengan memanfaatkan modalitas inovatif dan fleksibel (InFleX). Sebagai penelitian tindakan, artikel ini menjelaskan implementasi proyek kolaborasi modular dan kelompok belajar untuk mempromosikan kolaborasi. Memanfaatkan hasil penelitian lokal pada unit berbasis proyek kontekstual interdisipliner, pemecahan masalah kolaboratif, dan pola komunikasi, mekanisme pelaksanaan kegiatan kolaboratif dalam modalitas pembelajaran online dan jarak jauh ini dirancang. <em>Purposive sampling</em> digunakan dalam pengumpulan data mahasiswa. Hasil survei awal dari pengalaman mahasiswa menghasilkan beberapa jenis mekanisme pengambilan keputusan dan kolaborasi mahasiswa yang disebut aditif; berorientasi pada tujuan dan konsultatif. Mahasiswa juga mengungkapkan peran guru dalam kegiatan kolaborasi dan tantangan yang dihadapi. Implementasi proyek kolaborasi modular di tengah tantangan konektivitas dan pandemi melalui pembentukan kelompok belajar dan berbagai saluran komunikasi mendorong mahasiswa untuk mencapai hasil modul.</p>