Analysis of the Comparison and Relationship Between Philosophical Mindset, Mindfulness, and Information Processing Styles with Emphasis on Problem-Solving Among Mathematics Teachers in Gifted and Regular Schools
Subject Areas : International Journal of Mathematical Modelling & ComputationsElham Golijani 1 , mohsen rostami 2 , Mohammad Hasan Behzadi 3
1 - Department of Mathematics, Science and Research Branch, Islamic Azad University, Tehran, Iran.
2 - 1Department of Mathematics, Science and Research Branch, Islamic Azad University, Tehran, Iran.
3 - Department of Statistics, Science and Research Branch, Islamic Azad University, Tehran, Iran.
Keywords: Philosophical Mindset, Mindfulness, Information Processing Styles, Teachers Problem-Solving,
Abstract :
Philosophical mindset and mindfulness are two key factors in determining information processing styles that play a role in the problem-solving skills of mathematics teachers. This study aims to analyze the comparison and relationship between philosophical mindset, mindfulness, and information processing styles with an emphasis on problem-solving among mathematics teachers in gifted and regular schools. The present study, in terms of method and data collection period, is a cross-sectional survey research. The statistical population includes mathematics teachers from both gifted and regular schools. The sample size was estimated to be 100 individuals, and sampling was conducted using a quasi-cluster method. To test hypotheses and compare the populations, structural equation modeling and independent t-test were used in AMOS and SPSS software. For data collection, Smith’s Philosophical Mindset Questionnaire (1965), the Five Facet Mindfulness Questionnaire by Baer et al. (2006), and the Information Processing Styles Questionnaire by Pacini and Epstein (1999) were utilized. The reliability of the questionnaires was assessed using Cronbach's alpha. The results indicated that philosophical mindset and mindfulness affect information processing styles. Additionally, the philosophical mindset of mathematics teachers in gifted schools was higher than that of teachers in regular schools, though this difference was not statistically significant. Similarly, the mindfulness of mathematics teachers in gifted schools was higher than that of teachers in regular schools, but this difference was also not statistically significant.
Akbarzadeh S, Yazdani S, Azimi E. Examining the relationship between philosophical mentality and professional maturity of social science teachers with their teaching style. Educational Research. 2020;6(22):48-59.
Arellado MAF. The preferred education philosophies of teachers enrolled in the Graduate Diploma Program at St Theresa International College-Thailand. St Theresa J Humanit Soc Sci. 2022;8(2):47-60.
Atarian N, Atarian F. Designing a teaching model for nurturing philosophical thinking in elementary school. Thinking and Children. 2021;12(1):181-202.
Azizi M, Nili MR. Evaluation of elementary school mathematics curriculum: Providing a proposed model. New Educational Ideas. 2019;15(2):123-46.
Baer RA, Smith GT, Hopkins J, Krietemeyer J, Toney L. Using self-report assessment methods to explore facets of mindfulness. Assessment. 2006 Mar;13(1):27-45. doi: 10.1177/1073191105283504. PMID: 16443717.
Bosica J, Pyper JS, MacGregor S. Incorporating problem-based learning in a secondary school mathematics preservice teacher education course. Teach Teach Educ. 2021;102:103335.
Broomand M, Mousavi R, Seifi T. Practical guide to problem-based learning. Tehran: Arasto Publications; 2019.
Dafaei H, Emamjomeh MR, Assareh A, Nasri S. Curriculum model for developing specialized knowledge of fraction division based on school-based curriculum planning. Curriculum Research. 2020;10(1):255-81.
Daneshmandi S, Karimi E, Rostami M, Fani H. The mediating role of academic optimism in the relationship between mindfulness and unproductive academic behavior. Developmental Psychology. 2022;18(71):205-20.
Emerson LM, De Diaz NN, Sherwood A, Waters A, Farrell L. Mindfulness interventions in schools: integrity and feasibility of implementation. Int J Behav Dev. 2020;44(1):62-75.
Esmaeili B. The relationship between philosophical mentality and self-regulated learning of students with the mediating role of using information technology. Information Technology and Communication in Educational Sciences. 2019;9(36):113-29.
Fitria Y, Amini R, Setiawan B, Ningsih Y. The difference of students learning outcomes using the project-based learning and problem-based learning model in terms of self-efficacy. J Phys Conf Ser. 2019;138(1):120-42.
Gorzin M. Instructional design model based on generative learning in sixth-grade mathematics. Pursuit in Basic Science Education. 2019;5(15):48-59.
Hassani M, Dastjerdi R, Asadi R. Examining the impact of process standards-based education on the attitude and academic achievement of fifth-grade students in mathematics. Educational and School Studies. 2021;10(26):195-214.
Helminen EC, Ash TL, Yamashita S, Felver JC. Teachers' anti-Black biases in disciplinary decisions: the role of mindfulness. J Sch Psychol. 2023;96(1):75-87.
Hutchinson JK, Jones F, Griffith G. Group and common factors in mindfulness-based programmes: a selective review and implications for teachers. Mindfulness. 2021;12:1582-96.
Izad A, Dibaee M, Sobhani M. Identification and validation of the theoretical framework of research-oriented curriculum and its analysis in the content of sixth-grade experimental sciences. Thinking and Children. 2020;11(2):1-28.
Jafarian H, Jafarian F. Examining the relationship between philosophical mentality and knowledge management in primary school managers and teachers. Research in Primary Education. 2020;2(3):25-35.
Karimi M. The relationship between philosophical mentality and psychological capital with the quality of elementary teachers' teaching. Applied Research in Counseling. 2020;3(11):87-111.
Kermani Z, Hatami Z, Abbasi M. The role of sensation seeking and mindfulness in predicting students' academic motivation. Advances in Modern Psychology. 2022;5(49):213-21.
Malekzadeh Sh, Hejazi E, Kayamanesh R. Designing and developing an educational empowerment package and its effectiveness on students' mathematical performance and beliefs. Psychological Sciences. 2021;20(103):1095-116.
Mariano ML, Collantes LM, Ibanez ED, Pentang J. Mindset and levels of conceptual understanding in the problem-solving of preservice mathematics teachers in an online learning environment. Int J Learn Teach Educ Res. 2022;21(6):18-33.
Masitoh S, Moertodjo A, Nursalim M. The influence of academic supervision on teacher performance based on the philosophy of essentialism. Cendikia: Media J Ilmiah Pendidik. 2022;13(2):272-6.
Mirzavaziri M. How to make mathematics education problem-based. Growth in Mathematics Education. 2020;38(2):36-7.
Mortazavi M, Gouya Z, Azad S. Challenges in implementing descriptive evaluation of mathematics in elementary school in Iran from teachers' perspectives. Theory and Practice in Curriculum. 2020;8(15):193-228.
Moayedabadi L, Khosravi AA, Rezazadeh HR. Designing a curriculum model with a focus on problem-solving approach: Based on grounded theory. Islamic Lifestyle with Health Emphasis. 2021;5(2):163-71.
Mustofa RF, Hidayah YR. The effect of problem-based learning on lateral thinking skills. Int J Instr. 2020;13(1):463-74.
Nabavi R, Shirvani A. Using game methods to improve the lack of interest and attention of elementary students in mathematics. Pursuit in Basic Science Education. 2021;7(22):32-56.
Pacini R, Epstein S. The relation of rational and experiential information processing styles to personality, basic beliefs, and the ratio-bias phenomenon. J Pers Soc Psychol. 1999 Jun;76(6):972-87. doi: 10.1037/0022-3514.76.6.972.
Permatasari BD. The influence of problem-based learning towards social science learning outcomes viewed from learning interest. Int J Eval Res Educ. 2019;8(1):39-46.
Ramazi F, Sheyvandi K, Amini E, Assareh A. Designing and validating a problem-based curriculum model in elementary school mathematics. Theory and Practice in Curriculum. 2022;10(20):9-48.
Roeser RW, Mashburn AJ, Skinner EA, Choles JR, Taylor C, Sorenson J. Mindfulness training improves middle school teachers’ occupational health, well-being, and interactions with students in their most stressful classrooms. J Educ Psychol. 2022;114(2):408-18.
Sheyvandi K, Amini E, Ramazi F, Assareh A. Identifying the features of a problem-based curriculum in elementary school mathematics with a qualitative approach. Curriculum Planning and Educational Research. 2022;12(2):167-80.
Smith PG. What is philosophy education?. U.S.A.: McMillan; 1965.
Sosahabi P, Moradi S, Abbasi UA. The relationship between philosophical mindedness components and irrational beliefs in school principals. Iran Evol Educ Psychol J. 2019;1(2):82-7.
Veisi G, Haji H, Sharafi N. Analyzing the principle of teaching-learning in curriculum planning with emphasis on Islamic resources. Educational Sciences from the Perspective of Islam. 2021;9(16):205-34.