Teachers of Mathematics (NCTM, 2000), and were clustered into two categories, namely Cluster
1(Enjoyment of Problem Solving), and Cluster 2 (Confidence with Problem Solving). The
gathered data was recorded and overall mean responses to each cluster of statements, as well as
mean responses to each survey statement, were compared to gather information about
developmental patterns in responses throughout the grades and between genders. Independent
samples t-tests were used to determine the existence of any significant differences in overall
mean responses to each cluster of statements throughout the grades and between genders.
Concerning Question 1, it was concluded that students’ enjoyment of mathematical problem
solving was in need of improvement. Decreases in levels of enjoyment were noted as grade
levels increased for both females and males. Significant grade level differences were found for
both females and males between grades four and five, as well as between grades six and seven.
However, when searching for patterns in mean responses, it was noted that the majority of
student groups (8 out of 12) agreed or tended to agree that they enjoyed problem solving
situations that connected to other discipline areas such as social studies and science.
Concerning Question 2, it was concluded that students’ confidence with mathematical
problem solving also needed improvement. Although significant differences did not emerge, it
was noted that as grade levels increased, females became less confident than males in their
problem solving ability. However, when searching for patterns in mean responses, all of the
student groups agreed or tended to agree that they were confident in their ability to find alternate
methods of solution when problem solving.
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Convention