Capturing Prospective Teachers' Beliefs about Mathematical Problem Solving

Developing an instruments to measure prospective teacher beliefs about mathematical problem-solving using the Rasch model

“…Mathematical problems must be able to be solved within the framework of the maturation process that must be gone through and is a means of self-maturation to ensure one's existence both as an individual and as part of one's environment (Bal, 2015;Memnun et al, 2012;Muhtarom et al, 2020;Siswono et al, 2019). The ability to solve problems is an essential skill that a person must have.…”

“…Positive beliefs in solving mathematical problems are the basis for action, change, and learning mathematics (Muhtarom et al, 2020). This is due to the benefits that can be obtained when problem-solving involves thought processes and self-regulation abilities, thereby enabling the development of a strong understanding and belief in problems accompanied by logical reasons.…”

We Feel, Therefore We Memorize: Understanding Emotions in Learning Mathematics Using Neuroscience Research Perspectives

“…In other words, students are not given the chance to express emotions and knowledge about Mathematics class because teacher focuses on delivering the learning content only. Consequently, teachers indirectly ignore student emotions in learning and they are not able to understand how memory works particularly in solving mathematical problem [37].…”

“…Abstract learning that does not account for students' life environment into consideration affects working memory role to save information in long term and short-term memory. The reason is that students' perception has direct relation with working memory for reasoning and solving Mathematics problems [8,24,37]. This is threatening the effectiveness of teaching process that influences students' achievement.…”