Mathematical problem-solving behavior of successful problem solvers

The purpose of this study was to investigate the mathematical problem-solving behavior of mathematics teachers during their problem-solving endeavors and how their mathematical problem-solving behavior ensured their problem-solving success. Specifically for this study, the teachers’ mathematical problem-solving behavior involved their problem-solving strategies, decisions, and beliefs about mathematics. In view of this, the researcher employed the generic qualitative study design and the collected data included the teacher’ interviews and observations, and their completed mathematics problems document. The teachers’ data were then analyzed based on the conceptual framework of this study which is the conceptual framework of mathematical problem-solving behavior. Also, the mathematics teachers selected for this study were based on their level of degree qualification, years of experience in teaching mathematics, and the education level that they have taught. The findings of the study revealed in detail the teachers’ mathematical problem-solving behaviors however similar or different they were altogether successful in acquiring the solutions to the tasks given. Hence, this study concluded with the mathematical problem-solving behavior of successful problem solvers. This presentation portrayed successful problem solver’s mathematical problem-solving behavior which consisted of solution strategies, decision-making episodes, and beliefs about nature and doing mathematics. Thus, this presentation best explain what it takes to be a successful problem solver which involve an individual mathematical problem-solving behavior that consist of her/his problem-solving strategies, decision-making episodes, and beliefs about nature of mathematics and doing mathematics.