TAF PUBLISHING

The purposes of this action research were to enhance student's ability in solving mathematical problems by applying Polya's Four-Steps in problem-solving (understanding problem, devising a plan, carrying out the plan, and looking back) and Schoenfeld's Behavior Categories (resources, heuristics, control, and belief systems), and to investigate students' attitude towards mathematical problem-solving The topics used in this study were principles of counting and probability. The participants were 35 Grade 11 students from a mathematics class at a secondary school in Bangkok, Thailand, studying in the second semester of 2015. The research instruments were 11 lesson plans on principles of counting and probability, two summative tests, and an attitude questionnaire on mathematical problem-solving. Teaching and learning lasted for 13 periods, with 50 minutes in each period. There were three cycles of action plan (plan, do check, and reflect). The problem-solving techniques from the two authors were integrated into each lesson. Data were collected and analyzed from tests, students' homework, teacher's-reflection, and attitude questionnaire. The results revealed that 80.19% of all students passed both summative tests in problem-solving. More than 93% of students applied Polya's steps 1, 2, and 3 in solving problems, but only 42.80% of students applied step 4. About 91% of students applied Schoenfeld's Behavior Categories, especially resources and heuristics. For the attitude questionnaire using the Likert Scale, the researcher divided it into three categories as follows: 1) Positive feeling towards mathematical problem solving, 2) Negative feeling towards mathematical problem solving, and 3) Applying Polya's Four-Steps and Schoenfeld's Behavior Categories. Most students showed positive feelings in the first category to solve mathematical problems (x̅ = 3.66, SD = 1.18). In the second category, the majority of students disagreed with this category. A few students felt uncomfortable solving mathematical problems (x̅ = 2.45, SD = 0.94). In the last category, many students applied Polya's Four-Steps and Schoenfeld's Behavior Categories (x̅ = 3.51, SD = 1.06). The findings will help student improve their mathematical problem solving skills.