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p-Index From 2021 - 2026
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All Journal Journal of Honai Math Studies in Learning and Teaching
Munyaradzi Chirove
Department of Science, Mathematics and Technology Education, University of Pretoria, Pretoria, South Africa
Education Mathematics Social Sciences Other

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Secondary School Learners' Self-Efficacy and Achievement in Non-Routine Mathematics Problem-Solving Munyaradzi Chirove
Studies in Learning and Teaching Vol. 4 No. 3 (2023): December
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v4i3.321

Abstract

This paper uses a correlational research design to investigate the predictive power of the sources of self-efficacy and non-routine problem-solving achievement. The data were collected from a sample of 118 high-achieving secondary school learners in the Gauteng province, South Africa, using questionnaires, a problem-solving test, and interviews. Their self-efficacy beliefs were categorized into mastery experience, vicarious experience, social persuasion, and physiological state. The findings revealed that the physiological state, vicarious experience, and mastery experience self-efficacy beliefs positively impacted problem-solving achievement, while that of social persuasion was negative. The magnitudes of the impact of the physiological state and social persuasion sources of self-efficacy were relatively greater than the others. Each source of self-efficacy was discovered to have an insignificant, weak, positive linear relationship with problem-solving achievement.
Mathematical creativity in algebraic tasks of South African secondary school mathematics textbooks Munyaradzi Chirove; Ugorji Ogbonnaya
Journal of Honai Math Vol. 9 No. 1 (2026): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v9i1.1059

Abstract

Fostering mathematical creativity is widely recognized as a fundamental objective of mathematics education because it enhances learners’ problem-solving capabilities and contributes to the achievement of Sustainable Development Goal 4 (Quality Education). However, limited empirical research has explored the extent to which mathematics textbooks support the development of mathematical creativity. This study examined how algebraic tasks in two South African secondary school mathematics textbook series promote mathematical creativity. Six textbooks were analyzed using quantitative content analysis, and independent samples t-tests were employed to determine whether significant differences existed between the textbook series. The analysis was guided by Ramelan and Wijaya’s framework of mathematical creativity, which comprises four dimensions: fluency, flexibility, elaboration, and originality. The findings revealed that the two textbook series fostered these dimensions to varying degrees. One series demonstrated a stronger emphasis on elaboration and originality, whereas the other provided greater support for fluency and flexibility. Overall, the textbooks moderately promoted fluency but offered limited opportunities for learners to develop flexibility, elaboration, and originality, suggesting that algebraic tasks generally provide insufficient support for the cultivation of mathematical creativity. Furthermore, the independent samples t-test indicated no statistically significant difference between the two textbook series in their overall promotion of mathematical creativity. These findings highlight a misalignment between curriculum aspirations and textbook implementation and underscore the need for richer, open-ended algebraic tasks that better support creative mathematical thinking.
Co-Authors Ugorji Ogbonnaya