Students’ Attitudes on Problem-solving

In education, attitude is one of the important elements which determine students’ success.
Attitudes affect both attention and behavior (DeLamater & Myers, 2011). Students feel that
mathematics is boring; they are more likely to notice instances confirming this. They are also more likely
to attempt to avoid such activities in the future. This confirmation bias, once initiated, may be difficult
to alter, since students are less likely to pay attention to positive experiences of mathematics. Positive
attitudes toward mathematics, in contrast, would likely cause students to remember what they felt
were interesting about mathematics. Furthermore, it may result in them seeking out further
mathematical activities.

. Roslina et al. (2010) mentioned that problem solving is an asset owned by students in
preparing them as a progressive human capital. This is because solving problem is able to develop the
positive aspects of the students themselves. Moreover, Cetingöz and Özkal (2009) found out that
attitudes affect the students’ interaction with their friends, families, school and lessons. Therefore,
students’ attitude towards the course will add to their success.

According to Effandi and Normah (2009), students’ attitudes towards mathematics are very
much related to their attitude towards problem solving in general. They add that negative attitudes
need to be overcome, so that later in life, students will not suffer from poor problem-solving skills. It is
important to master problem solving skills as these skills are essential for dealing competently with our
everyday life.

Moreover, students’ commitment in mathematics refers to students’ motivation to learn

mathematics, their confidence in their ability to succeed in mathematics and their emotional feelings
about mathematics. Students’ commitment in mathematics plays a key role in the acquisition of math
skills and knowledge. Therefore, confidence towards problem solving is believed to play a significant role
in mathematics achievement and might be one of the factors that influence students in mathematics
achievement (Education Matters, 2008).

Furthermore, problem posing can have a positive impact on attitudes and self-efficacy (Akay and
Boz, 2010). This opinion was supported by Brown and Walter (2005) which states that problem-posing
may increase students' positive attitudes and students will be more responsible for their mathematics
learning.

Finally, the study of Sharifah and Zanzali (2006) found out that students' ability to pose
mathematical problems is still limited. There are students who are unable to pose any problem. The
majority of students can only generate a mathematical problem involving addition and subtraction
operations. Students are not able to generate more complex mathematical problems involving
multiplication and division operations. Akay and Boz (2009) also found out that the difficulties faced by
students in posing mathematical problem is due to the lack of knowledge of mathematics, the students
themselves (not confidence and creative) and the nature of the problem-posing itself.