Mathematical Problems Solving Conception (MaProSC) Scale

Abstract

The problem of the current research is to develop and instrument that will assess students’ conception on mathematical problem solving as a process and as to its characteristics as an activity in a classroom setting. A confirmatory factor analysis with Varimax rotation and elimination loadings were used in the validation of the pre-identified constructs which are problem solving as a process and problem solving as to its characteristics. There were 19-items retained in the first factor about students’ views on problem solving as a process and 17 items describing on students’ perception of mathematical problem solving as to its characteristics. The results of this study also need to be re-examined to determine if they can be replicated with other samples of students as well as adding factors and items that would measure students’ conception on mathematical problem solving.