Beliefs of junior high school teachers on learning process on mathematical problem solving

Abstract

Teacher’s beliefs had already been categorized by expert in the general process of mathematics learning, but there was still not yet many expert studies on how the teacher beliefs on the learning process of mathematical problem solving. This study was designed to answer the question how the category or orientation of junior high school teachers beliefs on learning about mathematical problem solving. The research approach was a qualitative approach with grounded theory design. Three teachers from three different cluster junior high schools were made as research subjects. Each teacher was given a questionnaire, interviewed, and the learning process that they did on geometry material was recorded and documented for three meetings. The learning process on geometry was chosen because it will contain more mathematical problem solving process. Furthermore, interviews will be noted and coded and synchronized with a questionnaire and analysis of instructional videos by teachers. Based on data analysis, three categories of teacher’s beliefs on the learning process on problem solving had been obtained. The categorization was called good, very good, and excellent category in this research. How the teachers beliefs of each category will be described in detail in this paper.