Lack of truth-seeking behaviors among senior high students in solving mathematics problems
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Abstract
This study aims to identify patterns in students’ truth-seeking behavior when solving mathematics problems involving an unknown universe of discourse. As a qualitative descriptive study, the research followed a structured process including the preparation and validation of instruments, data collection, subject selection, analysis, triangulation, and conclusion drawing. The participants were 42 high school students who demonstrated ideal problem-solving abilities. Findings indicate that students generally lack truth-seeking tendencies in mathematical problem-solving. They often neglect essential behaviors such as verifying universal sets, explicitly identifying and defining these sets, articulating relevant formulas aligned with problem objectives, detailing procedural steps, adhering to those steps during problem-solving, and evaluating outcomes against the intended goals. Furthermore, students frequently fail to re-examine their solutions, reflecting an implicit assumption that teacher-provided problems are inherently accurate and not subject to further scrutiny. These results underscore the need for instructional practices that foster critical thinking and truth-seeking dispositions in mathematical reasoning.
Keywords: Critical thinking; mathematics education; problem-solving; qualitative research; truth-seeking.
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