Problem-solving Potential (PsP) in the regular mathematics
classroom
Fitzsimons, AidanORCID: 0000-0001-9705-3341 and Ní Fhloinn, EabhnatORCID: 0000-0002-3840-2115
(2022)
Problem-solving Potential (PsP) in the regular mathematics
classroom.
In: 9th CASTeL STEM Education Research Conferene (SMEC), 24 -25 June 2022, Dublin.
A student’s Problem-solving Potential (PsP) is defined by their mindset, their mathematical
resilience, and the problem-solving skills they possess. This triad construct of PsP was developed
as part of a doctoral study, and investigated amongst six cohorts of highly-able mathematics
Transition Year students through an educational intervention. Prior research into mindsets, largely
spearheaded by Dweck (2006), found a relationship between achievement and growth-orientated
mindsets; which extol the virtues of learning over “looking smart”, and the value of making mistakes,
among other attributes. Mathematical resilience is further subdivided into value (belief that
mathematics is important), struggle (acknowledgement that struggle is a valuable part of learning
mathematics), and growth (referring to growth mindsets) (Kooken et al., 2016). Prior research of
mathematical resilience focussed on the development of this concept amongst low-achieving
students; whilst our research investigated its development within highly-able students. There is a
popular belief amongst educational researchers that mathematics is best learnt through the
construction of knowledge by the learner, and mathematical problem-solving is one approach that
creates this opportunity for all learners (Mason et al., 2010). Our educational intervention utilised
collaborative problem-solving, and was designed to: introduce strategies for problem-solving;
encourage reflection on the problem-solving process; provide opportunities for the extension of
problems; and develop communication skills. In this paper, we will highlight the benefit of developing
PsP in the mathematics classroom for highly-able students by discussing the relevance of each
aspect of the construct through the findings of the doctoral study; and also how the development of
PsP may impact lower-achieving students.