How teacher professionalism influences student behaviour in mathematical problem-solving process

Abstract

Teacher professionalism in the learning process about problem-solving greatly influences student behaviour in problem-solving. Based on the literature review there were four categories of students in behaving when solving problems. This behaviour is apathetic, routine, semi-sophisticated, and semi-sophisticated. These behaviours are viewed from the ownership of knowledge, belief in the implementation of strategies and students’ self-confidence. Then on the other literature review, there are three categories of teachers in solving mathematical problems, namely: good, very good, and excellent. The aspect of teacher professionalism is viewed from beliefs, attitude, depth and breadth of pedagogical and didactic aspects and teacher’s reflection on the learning process about mathematical problem-solving. The grouping of three teachers’ professionalism and the grouping of the behaviour of eighteen students from three different cluster schools was obtained. In this study will be seen how the relationship between teacher professionalism in mathematical problem solving and learning and student behaviour in solving mathematical problems. This research was survey research on the subject of three teachers and eighteen students. Qualitative analysis will be presented on how each teacher category and student category will interact and influence each other. Based on data analysis, teachers who have sufficient professionalism tend to produce students who behave inadequately — the professionalism of teachers who are in the excellent category in learning about problem-solving results in many more sophisticated students.