STUDENTS’ MATHEMATICAL PROBLEM-SOLVING COMPETENCY IN A STAIRCASE-SLOPE MEASUREMENT TASK: A QUALITATIVE STUDY IN GRADE 9 TRIGONOMETRY
Main Article Content
Abstract
This qualitative study examines how ninth-grade students demonstrate mathematical problem-solving competency during a staircase-slope measurement task within the topic of trigonometric ratios of acute angles. Rather than testing whether the task improves competency, the study describes students’ observable problem-solving processes in a contextual measurement scenario.
In Ho Chi Minh City, 39 ninth-grade students worked in seven groups to identify criteria for a safe staircase, measure school staircases, calculate slope angles using trigonometric ratios (tangent, sine, and cosine), and present and justify their solutions. Data sources included observation notes, group worksheets and diagrams, photographs, and video recordings. Data were analyzed qualitatively using four consistent indicators of mathematical problem-solving competency. The results showed that students could formulate the staircase-slope situation as a mathematical problem, select feasible measurement plans, use trigonometric ratios appropriately, and compare their results with the safety standards. The study provides a qualitative description of how this contextual measurement task reveals students’ mathematical problem-solving competency in Grade 9 trigonometry.
Keywords
Mathematical Problem-Solving Competency, Trigonometric Ratios, Slope
Article Details
References
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