Difficulties of prospective teachers in solving mathematical problem: PISA on most difficult level

Abstract

Difficulties in solving mathematical problems, especially non-routine problems, are not only experienced by students but also prospective teachers. The aim of this study was to determine the causes of students’ difficulties in solving mathematical problems specially PISA (Programme for International Student Assessment) on most difficult level. Seven prospective teachers of mathematics education from one of the universities in Aceh, Indonesia as respondents selected by purposive sampling. Respondents will take a part in the teaching program at school. Data obtained through a test and interviews were analysed descriptively. The findings show that the respondent has the most difficulty in presenting mathematical concepts, understanding information on the questions, and interpreting the data in the requested design. These three components are so related that it greatly influences the ability of students to solve mathematical problems, especially the word problem. Thus, the attention to these components is very important to do in learning mathematics.