Abstract
College students, especially those majoring in STEM related fields do take fairly large numbers of mathematical courses as part of their tertiary requirement and do indeed construct a variety of numerous algorithms in order to continue to achieve good results in their examination transcripts. However, what is the quality of this mathematical knowledge in relation to their mathematical thinking development? Secondly, does self-regulated learning (SRL) and the attitude formed towards math learning bear a significant correlation to the achievement of students' in mathematics. Based on these questions, a total of one hundred and sixty-four randomly selected final year undergraduates majoring in Science field were involved in this descriptive-correlational design study. The research findings depict that solving some of the most fundamental and basic math problems served as an obstacle to the college students. Students seem to rely a great deal on the numerical computation aspect, notwithstanding that this confers an adverse effect upon their abilities to think and perform problem solving operations. The findings also portray an absence of a significant relationship between the student's self-regulated learning and the attitude towards mathematical thinking attainment. This showcases that whilst students are perceived to have the ability to direct their learning process and do have fun in the math classroom, this has not translated into their cognitive processes in developing their mathematical thinking.
Highlights
One of the major aims of mathematical learning is to usher the development of mathematical thinking with an intention to mould one’s mind into thinking systematically and analytically in solving problems and making decisions [1] – [3] for real life application
Previous studies ([22], [23]) on mathematics achievement have focused on routine problems where one has to comply with a certain procedure in order to arrive at a solution. [24] in his seminal study elucidated that merely solving routine problems plays close to no role in developing students mathematical thinking
The nucleus of this study reveals that both self-regulated learning and mathematics attitude cannot be used to predict students’ achievement in the mathematical thinking test
Summary
One of the major aims of mathematical learning is to usher the development of mathematical thinking with an intention to mould one’s mind into thinking systematically and analytically in solving problems and making decisions [1] – [3] for real life application. An inquisitive mind-set accompanied by a passionate curiosity to solve problems tends to lead students to think critically whilst creating possible solutions of the problem This philosophy struts in tandem to the Malaysian education policy, which is to cultivate and develop the ability of students to encourage meaningful learning and triggering mental challenges, with the aim of furnishing all-rounded and holistically developed individuals [4]. The consequential impact is negatively felt when such an approach is no longer viable and usable at a higher level of tertiary education From such inferences, one could gather the glaring disparity existing between the mathematics subject as taught in schools, following somewhat rigid, hard and fast rules and formulaic approaches and at the other end of the spectrum what could be labelled as the real mathematical thinking, Universal Journal of Educational Research 7(10A): 48-53, 2019 involving thinking ‘outside of the box.’. What is the quality of this mathematical knowledge in relation to college students’ mathematical thinking development at the present time?
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