Suchergebnisse

This study investigates students' dispositions through a qualitative study that analyses students' reflective journal entries. It captures students' dispositions and describes how the reflective activities influence their engagement in mathematical problem-solving. The findings showed that the students considered the mathematical problems challenging, but their positive dispositions kept them engaged in learning. Engagement through effort and thinking algebraically with teachers' guidance was the crucial first step in problem-solving. Results from this study provide educators with a wealth of knowledge to develop learning dispositions that will encourage active thinking and engagement among students in mathematics classrooms.