Enhancing Mathematical Creativity, Self-Efficacy, and Problem-Solving Beliefs through Heuristic Instruction in Preservice Teachers

Oct 15, 2026

Uploaded by Mabel

Classroom-based action research examines how teaching problem-solving heuristics influences preservice teachers’ mathematical creativity, self-efficacy, and beliefs about problem solving. The study involves seven participants at a state university in the Philippines and uses a Plan-Do-Study-Act (PDSA) cycle with pre- and post-assessment on non-routine problems. Findings show significant improvement in fluency and increased self-efficacy across indicators, while flexibility and originality gains are not statistically significant and beliefs remain stable. Results emphasize heuristic strategies to support creativity and problem-solving.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Introduction

The Importance of Problem-Solving in Mathematics

Enhancing Mathematical Creativity, Self-Efficacy, and Problem-Solving Beliefs through Heuristic Instruction in Preservice Teachers Joseph F. Bron Bicol University, Philippines, [joseph.bron@bicol-u.edu.ph](joseph.bron@bicol-u.edu.ph) [Maricar S. Prudente](Maricar S. Prudente) De La Salle University, Philippines, [maricar.prudente@dlsu.edu.ph](maricar.prudente@dlsu.edu.ph) This classroom-based action research investigates the impact of teaching problem-solving heuristics on preservice teachers’ mathematical creativity, self-efficacy, and problem-solving beliefs. The study was conducted with seven preservice teachers at a state university in the Philippines, using a Plan-Do-Study-Act (PDSA) cycle. Participants were assessed on their mathematical creativity in solving non-routine problems in terms of fluency, flexibility, and originality before and after the intervention. Results indicated a significant improvement in fluency, suggesting enhanced proficiency in tackling non-routine problems. However, gains inflexibility and originality were not statistically significant, highlighting the need for further practice and reinforcement. On the other hand, participants exhibited increased self-efficacy in mathematical creativity across all indicators. Despite these positive outcomes, their beliefs about mathematical problem-solving remained stable. The study underscores the importance of incorporating heuristic strategies into mathematics education to foster creativity and problemsolving skills, although extended and sustained efforts are required to develop flexibility and originality fully. These findings contribute to understanding practical pedagogical approaches for enhancing mathematical creativity, self-efficacy, and problem-solving beliefs through heuristic instruction among preservice teachers. Keywords: beliefs, heuristics, mathematical creativity, self-efficacy, instruction, teachers, mathematics INTRODUCTION Mathematical problem-solving is regarded as a cornerstone of mathematics education (Szabo et al., 2020) . Developing problem-solving skills is crucial for learners as it enhances their ability to navigate complex real-life situations. The emphasis on teaching through problem-solving is well-documented, underscoring its importance for educators. Problem-solving facilitates learning by enabling students to utilize diverse approaches, draw upon prior knowledge, and justify their solutions convincingly (Burke & Stewart, 2022) . This dynamic learning environment encourages students to present solutions, engage in social interactions, negotiate meanings, and achieve a shared understanding of mathematical concepts (Sinaga et al., 2023) . To enhance problem-solving skills, the integration of heuristic approaches is essential (Hai et al., 2018) . Heuristics, as defined by Polya (1973), are rule-of-thumb strategies that aid in tackling challenging problems by guiding the solver through multiple potential solutions. Unlike algorithms, heuristics do not guarantee a solution but provide a framework for exploring various possibilities. This method allows learners to address challenging or unfamiliar problems more efficiently (Semaanet al., 2020) . However, the explicit teaching of heuristics is often overlooked in traditional classrooms Citation: Bron, J. F., & Prudente, M. S. (2025) . Enhancing mathematical creativity, self-efficacy, and problem-solving beliefs through heuristic instruction in preservice teachers. Anatolian Journal of Education, 10(2), 51-70. [https://doi.org/10.29333/aje.2025.1025a](https://doi.org/10.29333/aje.2025.1025a) (Ma, 2017) . Rosyada and Retnawati (2021) emphasized that teaching heuristics explicitly can expedite the process of discovering, identifying, and applying these strategies in problem-solving. Despite the benefits, applying heuristics in problem-solving is not without criticism. Studies have shown that reliance on heuristics can sometimes lead to errors (Costica, 2015; L

FAQs

What is the study’s main focus regarding preservice teachers?

The study investigates the impact of teaching problem-solving heuristics on preservice teachers’ mathematical creativity, self-efficacy, and their beliefs about problem solving.

How were participants and the intervention organized?

Seven preservice teachers participated, and the research used a Plan-Do-Study-Act (PDSA) cycle with pre- and post-assessments on non-routine problems.

What outcomes improved after heuristic instruction?

Results indicate a significant improvement in fluency (mathematical creativity) and increased self-efficacy across all indicators.

Oct 15, 2026

Uploaded by Mabel