The Mathematical Problem- solving Style of Non-Mathematics major Students: A Convergent Design

Abstract

The study aimed to describe the lived experience of first-fourth year non mathematics major students in a local college regarding their mathematical problem-solving style. This study engaged a mixed-method design, utilizing a convergent design. The participants of the study were first to fourth-year students across all non-mathematics programs. A total of 276 students from first to fourth year were selected through stratified random sampling to participate in the quantitative phase, ensuring proportional representation across programs. For the qualitative phase, 14 participants were purposefully chosen seven for in-depth interviews and seven for focus group discussions based on relevance, availability, and willingness to provide rich insights. The study employed a validated questionnaire to quantitatively assess students’ mathematical problem-solving styles and utilized semi-structured interview protocols for the qualitative exploration of their lived experiences. Quantitative data were analyzed using descriptive statistics, specifically focusing on means and interpretative levels across four dimensions: sensing, intuitive, feeling, and thinking. The results indicated that students consistently exhibited a high level of mathematical problem-solving style in all dimensions. The qualitative analysis generated five essential themes: experiencing difficulty in understanding math concepts; dealing with math-related anxiety and cognitive overload; employing strategies for math mastery and retention; managing math-related stress and mental fatigue; and cultivating a growth-oriented mindset. The integration of quantitative and qualitative data yielded a merging-converging result, as both sets of findings mutually reinforced the conclusion that students face significant struggles in mathematical problem-solving but demonstrate adaptive strategies to overcome them