Pupil's behaviour pattern and non-routine mathematical problem-solving strategy based on multiple intelligences

Abstract

Research in mathematical problem-solving has been studied extensively. However, studies on nonroutine mathematical problem-solving across multiple intelligences are limited. Therefore, this research identifies the behaviour patterns and non-routine mathematical problem-solving strategies based on multiple intelligences among primary school pupils. A total of 13 Year Five primary schoolers from primary schools in Johor Bahru were involved in the study. The research instruments were categorised into the pupils’ multiple intelligences and the behaviour patterns with their non-routine mathematical problem-solving strategies. The Multiple Intelligence Inventory semi-structured interview protocol for the type of intelligence and a checklist were used to classify the dominant intelligence of the pupils. Meanwhile, the instruments used to determine the behaviour patterns and the non-routine mathematical problem-solving strategies were non-routine mathematical problem-solving question sets, semi-structured interview protocols and a checklist. The analysis shows that the respondents consisted of seven different intelligences which are, verbal-linguistic, logic mathematics, intrapersonal, visual-spatial, interpersonal, kinesthetics, and music. The behaviour patterns were analysed according to Polya’s Problem-Solving Model (1971). Various mathematical problem-solving strategies were applied by the respondents such as logical thinking, organising data, drawing visual representation, and working backwards.