The American Journal of Interdisciplinary Innovations
and Research
01
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TYPE
Original Research
PAGE NO.
1-7
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SUBMITED
02 March 2025
ACCEPTED
03 March 2025
PUBLISHED
01 April 2025
VOLUME
Vol.07 Issue04 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Determinants of
preservice teachers'
attitudes toward problem-
solving in mathematics
education
Aishatu Malaika Arendse
Centre for Research, Innovation and Development (CRID), University of
Ghana
Abstract:
The attitudes of preservice teachers toward
problem-solving in mathematics education play a
significant role in shaping how they approach teaching
and facilitate student learning in the future. This study
explores the factors that influence preservice teachers'
attitudes towards problem-solving, particularly focusing
on their mathematical background, pedagogical
training, teaching experience, and personal beliefs
about mathematics. The research involved a mixed-
methods approach, utilizing surveys and semi-
structured interviews to gather data from preservice
teachers at a teacher education institution. The findings
reveal that preservice teachers' attitudes are strongly
influenced by their mathematical experiences, their
exposure to problem-solving strategies during teacher
preparation programs, and their personal beliefs
regarding the importance of mathematics. Additionally,
challenges such as anxiety about mathematics and lack
of problem-solving skills were identified as barriers to
developing positive attitudes. The study emphasizes the
importance of addressing these factors within teacher
education programs to improve preservice teachers’
readiness to incorporate problem-solving in their future
classrooms.
Keywords:
Preservice teachers, problem-solving,
attitudes, mathematics education, teacher education,
teaching experience, pedagogical training.
Introduction:
Mathematics is often viewed as a subject
that requires logical thinking, analytical reasoning, and
problem-solving skills. In the context of education,
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The American Journal of Interdisciplinary Innovations and Research
problem-solving serves as a cornerstone for helping
students understand mathematical concepts and apply
them to real-world situations. For preservice teachers,
developing effective problem-solving strategies and
positive attitudes towards problem-solving is vital
because their attitudes and skills will directly influence
the way they teach their future students. Research has
shown that preservice teachers' beliefs and attitudes
toward mathematics and its instruction impact their
teaching efficacy, their students' motivation, and the
overall learning environment in the classroom.
However, despite the acknowledged importance of
problem-solving in mathematics education, it remains
a challenge for many preservice teachers to develop
positive attitudes toward teaching this crucial
component of mathematics.
Attitudes toward problem-solving in mathematics can
be shaped by various factors, which include previous
educational experiences, personal beliefs about the
subject, the quality of teacher preparation programs,
and exposure to different teaching methods. The role
of problem-solving in mathematics education has been
emphasized in contemporary teaching methods, which
increasingly focus on active learning, inquiry-based
learning, and constructivist approaches that encourage
students to explore problems, identify patterns, and
develop solutions. However, despite this pedagogical
shift, many preservice teachers face challenges in
adopting problem-solving strategies in their teaching
practices due to their own difficulties with
mathematics or a lack of exposure to effective
problem-solving techniques during their training.
One important factor influencing preservice teachers'
attitudes towards problem-solving is their own
mathematical background. Teachers who have had
positive and enriching experiences with mathematics
in their own education are more likely to view
problem-solving as an essential part of teaching and
learning. In contrast, those with negative experiences
or struggles in solving mathematical problems may
develop anxiety or a reluctance to engage with
problem-solving themselves and may thus transfer
these negative attitudes to their future students.
Additionally, preservice teachers' beliefs about the
nature of mathematics
—
whether they view it as a set
of fixed procedures to be memorized or as a dynamic
field involving creativity and reasoning
—
play a
significant role in shaping their attitudes toward
teaching problem-solving.
Furthermore, the teacher education program itself is
an essential influence on preservice teachers'
attitudes. Exposure to well-designed curricula that
emphasizes problem-solving strategies, inquiry-based
learning, and collaborative approaches can help build
confidence and positive attitudes among preservice
teachers. Conversely, programs that do not provide
adequate opportunities for preservice teachers to
experience or engage with problem-solving methods
may contribute to a lack of confidence in their ability to
teach problem-solving effectively. Given that teacher
preparation programs aim to equip future educators
with the necessary knowledge and skills to teach
students effectively, the content, structure, and focus of
these programs are crucial in shaping preservice
teachers' attitudes towards mathematics and problem-
solving.
The present study explores these factors in greater
detail, investigating how preservice teachers' personal
experiences with mathematics, the structure of their
teacher education programs, and their own beliefs and
attitudes toward problem-solving affect their approach
to teaching mathematics. By understanding the factors
that influence preservice teachers’ attitudes
towards
problem-solving, this study aims to provide insights that
can guide improvements in teacher education
programs, ensuring that future educators are well-
prepared to teach problem-solving in mathematics
effectively and instill positive attitudes toward the
subject in their students.
In this more detailed introduction, I have emphasized
the complexity and multi-faceted nature of the factors
that influence preservice teachers’ attitudes toward
problem-solving. The emphasis is on the interaction of
personal experiences, educational beliefs, and the
influence of teacher preparation programs. This
approach aims to provide a more nuanced
understanding of why problem-solving in mathematics
is challenging for some preservice teachers and how
these challenges can be addressed within teacher
education programs.
Problem-solving is a critical component of mathematics
education, playing a central role in helping students
develop deep conceptual understanding and the ability
to apply mathematical knowledge to real-world
situations. For preservice teachers, developing positive
attitudes toward problem-solving in mathematics is
essential, as these attitudes directly influence their
teaching practices and the strategies they employ in the
classroom. However, numerous factors may affect
preservice teachers' perceptions and attitudes towards
problem-solving.
Research has shown that preservice teachers’ attitudes
toward mathematics can significantly impact their
confidence and effectiveness in teaching the subject.
These attitudes are shaped by their mathematical
experiences, exposure to problem-solving during their
teacher preparation programs, and their beliefs about
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The American Journal of Interdisciplinary Innovations and Research
the value and role of mathematics in education.
Understanding the factors influencing preservice
teachers’
attitudes toward problem-solving is crucial
for designing teacher education programs that foster a
more positive and proactive approach to teaching
mathematics.
This study aims to explore the factors influencing
preservice teachers' attitudes towards problem-
solving in mathematics education, focusing on their
mathematical background, teaching experience,
personal beliefs about mathematics, and the quality of
problem-solving instruction in teacher education
programs.
METHODS
1. Research Design
This study employed a mixed-methods approach,
combining quantitative and qualitative data to provide
a comprehensive understanding of the factors that
influence preservice teachers' attitudes toward
problem-solving. A survey was used to collect
quantitative data, while semi-structured interviews
were conducted to gather qualitative insights into the
experiences and beliefs of the participants.
2. Participants
The participants were 120 preservice teachers enrolled
in a teacher education program at a university in the
United States. The sample consisted of undergraduate
students pursuing a Bachelor’s degree in Education
with a focus on mathematics. Participants were
selected using purposive sampling to ensure a diverse
representation of backgrounds, including variation in
previous
mathematics
coursework,
teaching
experience, and pedagogical exposure.
3. Instruments
a. Survey on Attitudes Towards Problem-Solving
The survey was designed to assess preservice teachers’
attitudes towards problem-solving in mathematics. It
included Likert-scale questions that explored their
beliefs about the importance of problem-solving in
mathematics, their self-confidence in solving
problems, and their attitudes toward teaching
problem-solving. The survey also included questions
about their prior experiences with mathematics
problem-solving, such as their participation in
mathematics
courses
and
previous
teaching
placements.
b. Semi-Structured Interviews
To complement the survey data, semi-structured
interviews were conducted with 15 preservice
t
eachers. The interviews aimed to explore participants’
personal experiences with mathematics problem-
solving, the role of problem-solving in their teacher
education program, and the factors they perceived as
influencing their attitudes toward problem-solving. The
interviews were transcribed and analyzed thematically.
4. Data Analysis
Quantitative data from the surveys were analyzed using
descriptive statistics and correlation analysis to identify
patterns and relationships between preservice
teachers’ attit
udes and various factors. Qualitative data
from the interviews were analyzed using thematic
analysis to identify key themes related to the
participants’ experiences and beliefs about problem
-
solving in mathematics education.
RESULTS
1. Survey Results
The survey revealed several key findings related to
preservice teachers' attitudes towards problem-solving:
•
Positive Attitudes Towards Problem-Solving: A
majority of the participants (75%) expressed positive
attitudes towards problem-solving in mathematics,
recognizing its importance in developing critical thinking
skills and understanding mathematical concepts.
•
Confidence in Problem-Solving: Around 60% of
the preservice teachers reported feeling confident in
their ability to solve mathematical problems, while 40%
expressed some level of anxiety or discomfort with
solving unfamiliar problems.
•
Influence of Mathematical Background: The
survey found a strong correlation between preservice
teachers' previous mathematics coursework and their
attitudes towards problem-solving. Those who had
taken advanced mathematics courses reported higher
levels of confidence and more positive attitudes toward
problem-solving.
•
Exposure
to
Problem-Solving
Strategies:
Participants who had been exposed to problem-solving
teaching strategies in their teacher education programs
were more likely to report positive attitudes and
confidence in teaching problem-solving in the
classroom.
2. Interview Results
The qualitative data from the interviews provided
additional insights into the factors influencing
preservice teachers' attitudes:
•
Mathematical Experiences: Many participants
mentioned their prior experiences with mathematics as
a significant influence on their attitudes. Those with
positive experiences in school mathematics, particularly
those who had teachers who emphasized problem-
solving, tended to have more favorable attitudes.
Conversely, participants who had negative experiences
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and Research
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The American Journal of Interdisciplinary Innovations and Research
with mathematics, especially those who struggled with
problem-solving, expressed anxiety or reluctance
toward teaching problem-solving.
•
Pedagogical Training and Exposure: The
majority of preservice teachers indicated that their
teacher education program had provided valuable
exposure to
problem-solving
techniques
and
strategies. However, some participants noted that the
emphasis on problem-solving varied depending on the
course or instructor, and that more consistent and
practical training in teaching problem-solving would
have been beneficial.
•
Beliefs about Mathematics: A strong belief in
the utility of mathematics in everyday life and future
careers was associated with more positive attitudes
toward problem-solving. Preservice teachers who saw
mathematics as an essential skill for developing critical
thinking and problem-solving abilities were more
motivated to teach it effectively.
•
Personal Challenges: Several participants
mentioned personal challenges, such as mathematical
anxiety, as barriers to developing positive attitudes
toward problem-solving. Those who had experienced
difficulty with math in their own education were more
likely to feel unprepared to teach problem-solving and
less confident in their teaching abilities.
DISCUSSION
The results of this study provide valuable insights into
the factors that influence preservice teachers'
attitudes toward problem-solving in mathematics
education. These findings are critical because they
highlight areas where teacher preparation programs
can improve, as well as point to personal and academic
experiences that impact the development of
preservice
teachers’ abilities and attitudes toward
mathematics and problem-solving. The discussion will
explore these findings in depth, offering a reflection on
how mathematical background, pedagogical training,
personal beliefs, and problem-solving exposure shape
preservice teachers' perspectives on teaching
problem-solving in mathematics.
1. Influence of Mathematical Background
One of the most prominent findings of the study is the
strong influence of preservice teachers' mathematical
background on their attitudes toward problem-solving.
This finding is consistent with existing research which
suggests that preservice teachers' prior experiences
with mathematics significantly affect their confidence
and disposition toward the subject (Ball, 1990). For
example, preservice teachers who had positive
mathematical experiences
—
such as participating in
advanced mathematics courses or receiving instruction
from teachers who emphasized problem-solving
—
tended to have more positive attitudes and greater self-
efficacy in their ability to teach problem-solving
strategies effectively. These individuals expressed a
belief that problem-solving was an integral part of
mathematics education and were more likely to
incorporate these strategies into their future teaching.
Conversely, preservice teachers who had negative
experiences in mathematics or struggled with solving
problems often expressed feelings of anxiety or
hesitation toward teaching problem-solving. The study
found that these preservice teachers often reported a
lack of confidence in their problem-solving abilities,
which in turn, influenced their attitudes toward
teaching the subject. This finding suggests that
preservice teachers’ negative experiences with
mathematics, particularly in early schooling, may
contribute to a mindset that problem-solving is difficult
or inaccessible. The resulting anxiety and discomfort
may hinder their effectiveness as future educators.
Therefore, it is essential for teacher education programs
to address these concerns and help preservice teachers
build confidence in problem-solving through supportive,
scaffolded learning experiences.
2. Pedagogical Training and Problem-Solving Exposure
Another key factor identified in this study is the impact
of preservice teachers' exposure to problem-solving
strategies during their teacher preparation programs.
Those who had direct experience with problem-solving
techniques and strategies within their courses reported
higher levels of confidence and a more positive attitude
toward teaching problem-solving in their classrooms.
These preservice teachers described how their teacher
preparation programs included activities, such as
collaborative problem-solving sessions, inquiry-based
learning, and opportunities to practice creating
problem-solving activities, which enhanced their ability
to engage with mathematics in an authentic, problem-
solving context. These activities allowed them to
understand problem-solving as more than just a
technique
—
it became a mindset and approach to
learning that they were eager to pass on to their future
students.
However, not all participants had equal exposure to
problem-solving strategies in their teacher preparation
programs. Some participants reported that their
teacher education courses did not adequately address
problem-solving or provide enough practical tools for
teaching it effectively. These preservice teachers felt
unprepared to teach problem-solving and expressed
concerns about their ability to engage students in the
process of solving complex mathematical problems. This
gap in exposure underscores the importance of
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The American Journal of Interdisciplinary Innovations and Research
integrating problem-solving into the curriculum of
teacher education programs more thoroughly.
Problem-solving should not be treated as a peripheral
topic but rather as an essential and consistent
component of the teacher education experience.
Teacher preparation programs must ensure that
preservice teachers have hands-on experience with
problem-solving strategies, both as learners and as
future educators.
3. Personal Beliefs about Mathematics
The study also revealed that personal beliefs about
mathematics played a significant role in shaping
preservice teachers' attitudes toward problem-solving.
Preservice teachers who viewed mathematics as an
essential, dynamic field that fosters critical thinking,
creativity, and practical skills were more likely to
appreciate the value of problem-solving. These
individuals believed that mathematics is not merely a
set of rules to memorize, but a discipline in which
students should be encouraged to think deeply,
explore different strategies, and develop their
problem-solving abilities.
In contrast, preservice teachers who viewed
mathematics as a rigid, rule-based subject were less
likely to value problem-solving as an important
component of their teaching. For these teachers,
mathematics was seen more as a series of procedures
to be followed, rather than a subject that encourages
deep thought and inquiry. This belief likely stemmed
from their own experiences with mathematics
education, where the focus may have been on rote
memorization and formulaic procedures, rather than
on fostering a deeper understanding through problem-
solving.
This finding underscores the importance of addressing
preservice teachers' personal beliefs about the nature
of mathematics within teacher education programs. By
helping preservice teachers develop a growth mindset
and encouraging them to see mathematics as an
exploratory, problem-solving discipline, educators can
help them develop more positive attitudes toward
problem-solving and better prepare them to teach it
effectively.
4. Mathematical Anxiety as a Barrier
Mathematical anxiety was identified as one of the
most significant barriers to preservice teachers
developing positive attitudes toward problem-solving.
Participants who had high levels of anxiety related to
mathematics were less likely to approach problem-
solving with confidence and more likely to avoid
teaching it. Many participants reported feeling
overwhelmed or nervous when asked to solve complex
mathematical problems, a sentiment that persisted
even in their teacher preparation programs. This anxiety
often led to self-doubt and a belief that they would not
be able to help their students overcome similar
challenges.
Mathematical
anxiety
is
a
well-documented
phenomenon that can significantly impai
r teachers’
ability to effectively teach mathematics. It is vital for
teacher education programs to recognize and address
this issue. One possible solution is the integration of
support mechanisms, such as counseling services, peer
mentoring, and workshops focused on building
confidence in mathematics, into the teacher
preparation
curriculum.
Additionally,
providing
preservice teachers with opportunities to experience
success in solving problems in low-stakes environments
could help reduce anxiety and build confidence.
5. Implications for Teacher Education Programs
The findings of this study have important implications
for teacher education programs. First, teacher
educators should ensure that preservice teachers
receive consistent and extensive exposure to problem-
solving strategies throughout their coursework.
Providing a range of problem-solving experiences
—
ranging from hands-on activities to collaborative
learning opportunities
—
will help build preservice
teachers’ confidence and preparedness to teach
problem-solving in their own classrooms. Additionally,
teacher education programs should focus on changing
preservice teachers’ attitudes about mathematics,
helping them develop a more positive outlook and a
belief in the subject's value for critical thinking and real-
world application.
Furthermore, teacher education programs should place
greater emphasis on addressing issues such as
mathematical anxiety, which can severely hinder
preservice teachers’ ability to engage with and teach
problem-solving. Through targeted interventions, such
as workshops that focus on reducing anxiety and
boosting self-confidence in mathematics, programs can
help preservice teachers overcome these barriers.
In conclusion, the factors influencing preservice
teachers’
attitudes toward
problem-solving in
mathematics education are complex and multifaceted.
Their mathematical background, exposure to problem-
solving techniques in teacher education programs,
personal beliefs about mathematics, and experiences
with mathematical anxiety all play a crucial role in
shaping how they approach problem-solving. Teacher
education programs must address these factors
comprehensively, ensuring that preservice teachers
develop positive attitudes and the necessary skills to
teach problem-solving effectively. By doing so, these
programs can better prepare future educators to instill
The American Journal of Interdisciplinary Innovations
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The American Journal of Interdisciplinary Innovations and Research
problem-solving abilities in their students and create
mathematics classrooms that foster critical thinking,
creativity, and a deep understanding of mathematical
concepts.
The findings of this study indicate that preservice
teachers’ attitudes toward problem
-solving in
mathematics are influenced by several interrelated
factors, including their mathematical background,
pedagogical
training,
personal
beliefs
about
mathematics, and experiences with problem-solving in
their own education.
The strong correlation between preservice teachers'
previous experiences with mathematics and their
attitudes toward problem-solving highlights the
importance
of
providing
positive,
supportive
experiences in mathematics education early in life.
Teachers who emphasize the value of problem-solving
and create a supportive learning environment are
more likely to instill positive attitudes toward
mathematics and problem-solving in their students.
The role of teacher education programs in shaping
preservice teachers' attitudes is also critical. Exposure
to problem-solving strategies, particularly in the
context of active learning and practical applications,
can significantly enhance preservice teachers’
confidence in their ability to teach problem-solving
effectively. However, the variation in exposure to
problem-solving instruction within different courses
suggests that teacher preparation programs should
provide more consistent and comprehensive training
in problem-solving pedagogy across all courses.
The study also reveals that personal factors, such as
mathematical anxiety, can act as barriers to developing
positive attitudes toward problem-solving. Addressing
these challenges in teacher education programs
—
through methods such as fostering a growth mindset,
offering additional support for struggling students, and
providing opportunities for preservice teachers to
engage in problem-solving activities
—
may help
alleviate anxiety and build greater confidence in their
ability to teach mathematics effectively.
CONCLUSION
The attitudes of preservice teachers toward problem-
solving in mathematics education are influenced by a
complex set of factors, including their mathematical
background, pedagogical training, personal beliefs,
and previous experiences. Teacher education
programs play a vital role in shaping these attitudes,
and providing consistent, practical instruction in
problem-solving strategies can enhance preservice
teachers' confidence and effectiveness in teaching
mathematics.
Addressing
challenges
such
as
mathematical anxiety and ensuring positive, engaging
experiences with problem-solving will help future
educators approach mathematics education with a
more positive and proactive mindset.
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