Pupils’ problem-solving perceptions and competencies in mathematics

This study explores the concept of co-creation in mathematics education, with a specific focus on the use of no-cost and low-cost instructional materials to enhance problem-solving skills among Grade 1 to Grade 3 pupils. The research involved a sample of 1,408 pupils and 45 teachers. Two key instruments, a problem-solving perception survey and a problem-solving assessment tool, were employed to evaluate pupils’ attitudes toward problem-solving and their actual performance. Analysis of variance (ANOVA) results from the pre-test revealed statistically significant differences in two constructs: problem-solving tendency, F(2, 1405) = 8.65, p <.001, and avoidance style, F(2, 1405) = 11.34, p <.001. However, no significant differences were found between class level and self-control. Descriptive statistics showed that 82.4% of Grade 3 pupils responded positively to statements related to problem-solving confidence. Similarly, 68.9% of Grade 1 and 73.2% of Grade 2 pupils also expressed positive attitudes. Results from the problem-solving assessment tool revealed significant performance differences across the mathematical strands. Notably, Grade 1 pupils outperformed their Grade 2 and 3 peers in questions related to numbers and algebra, with 83.4% of Grade 1 pupils scoring between 60 and 100%, compared to only 23.1% of Grade 2 and 32.3% of Grade 3 pupils. Additionally, the findings show a positive relationship between pupils’ self-control and the constructs of problem-solving confidence and avoidance style. This suggests that fostering self-control may be key to improving both the attitudes and performance of young learners in mathematical problem-solving. These results highlight the importance of targeted support and resource development in building foundational problem-solving competencies at the early primary level.