NON-ROUTINE MATHEMATICAL PROBLEMS: PHENOMENOLOGICAL ANALYSIS OF POSITIVE AND NEGATIVE LEARNING IMPACT

Abstract

Mathematical concepts are useful to the extent that it can be applied to various practical situations. Specifically, non-routine problems were given emphasis in this study to understand education students’ dispositions, appreciations, and experiences in applying mathematics in practical life situations and, consequently, will employ a more personalized teaching technique which suits their mathematical learning styles especially in doing problem solving. Using the interpretive case study technique and phenomenological analysis, 62 education students of SLSU-Tomas Oppus shared their experiences in solving non-routine problems in mathematics through FGD, direct, and indirect interview. Positively, solving non-routine problems in mathematics intensifies their study habit, actualizes their creative skill, improves their strategic thinking skill, and develops their focus and mental discipline. Conversely, it discourages them because it is highly difficult, mentally and physically exhausting, and, lastly, their experience with the teacher is frustrating. These experiences intensify their desire to study individually, consult for experts/tutors, and conduct group study. Individually or in a group, when doing intense study, education students forget and release negative experiences in the solving non-routine problem and gain confidence of their outputs and products. Thus, whether the experience is positive or negative, it encouraged education students to strengthen their learning desire to solve the non-routine problem in mathematics.