Mathematical Dispositions and Problem-Solving Abilities Using the IDEAL Model
DOI:
https://doi.org/10.69569/jip.2025.316Keywords:
IDEAL model, Mathematical disposition, Problem-solving abilitiesAbstract
This study examined the relationship between learners’ mathematical dispositions and problem-solving abilities before and after implementing the IDEAL model. Despite the recognized importance of mathematical disposition in problem-solving, limited studies have explored its development through structured models like IDEAL among elementary learners.” A combination of descriptive-correlational and quasi-experimental research designs was employed, involving 58 Grade 5 pupils. Data were collected using a validated questionnaire and analyzed using the Wilcoxon test, dependent and independent t-tests, Spearman’s Rank Order Correlation, Mann-Whitney U test, and percentage analysis. Before the intervention, most pupils demonstrated only moderate confidence, flexibility, perseverance, curiosity, and metacognition, although they generally held positive attitudes toward the usefulness and appreciation of mathematics. Regarding problem-solving ability, many fell under the "Did Not Meet Expectations" category, with only a few rated as "Fairly Satisfactory." Following the implementation of the IDEAL model, pupils showed consistent improvements in their mathematical disposition, shifting from moderate to strongly positive levels. More notably, all participants achieved an "Outstanding" rating in problem-solving ability. The study also revealed a strong positive correlation between mathematical disposition and problem-solving performance. Furthermore, female pupils exhibited significantly higher flexibility, perseverance, and overall mathematical disposition, although both genders performed equally well in problem-solving tasks. These findings indicate that the IDEAL model effectively enhances learners’ confidence, engagement, and success in mathematics.
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