Analysis of the Comparison and Relationship Between Philosophical Mindset, Mindfulness, and Information Processing Styles with Emphasis on Problem-Solving Among Mathematics Teachers in Gifted and Regular Schools
الموضوعات : فصلنامه ریاضیElham Golijani 1 , Mohsen Rostami 2 , Mohammad Hasan Behzadi 3
1 - Department of Mathematics, Science and Research Branch, Islamic Azad University, Tehran, Iran.
2 - Department of Mathematics, Science and Research Branch, Islamic Azad University, Tehran, Iran.
3 - Department of Statistics, Science and Research Branch, Islamic Azad University, Tehran, Iran.
الکلمات المفتاحية: Philosophical Mindset, Mindfulness, Information Processing Styles, Teachers Problem-Solving,
ملخص المقالة :
Philosophical mindset and mindfulness are two key factors in determining information processing styles that play a role in the problem-solving skills of mathematics teachers. This study aims to analyze the comparison and relationship between philosophical mindset, mindfulness, and information processing styles with an emphasis on problem-solving among mathematics teachers in gifted and regular schools. The present study, in terms of method and data collection period, is a cross-sectional survey research. The statistical population includes mathematics teachers from both gifted and regular schools. The sample size was estimated to be 100 individuals, and sampling was conducted using a quasi-cluster method. To test hypotheses and compare the populations, structural equation modeling and independent t-test were used in AMOS and SPSS software. For data collection, Smith’s Philosophical Mindset Questionnaire (1965), the Five Facet Mindfulness Questionnaire by Baer et al. (2006), and the Information Processing Styles Questionnaire by Pacini and Epstein (1999) were utilized. The reliability of the questionnaires was assessed using Cronbach's alpha. The results indicated that philosophical mindset and mindfulness affect information processing styles. Additionally, the philosophical mindset of mathematics teachers in gifted schools was higher than that of teachers in regular schools, though this difference was not statistically significant. Similarly, the mindfulness of mathematics teachers in gifted schools was higher than that of teachers in regular schools, but this difference was also not statistically significant.
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