The dynamics of behavioral pattern in collaborative problem-solving among Indonesian preservice mathematics teachers
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Abstract
The research examines the behavioral dynamics of Indonesian preservice mathematics teachers and identifies the types of scaffolding they require to enhance their participation in collaborative settings. A key novelty of this research is the application of the Net Promoter Score as a classification framework for grouping preservice teachers in educational research. Using this NPS-based categorization, combined with mathematical problem-solving performance, we conducted a qualitative study involving two underperforming subjects: promoters and passives. The analysis reveals distinct behavioral transition patterns: the promoters group repeatedly shifted actions across different problem-solving steps, while the passives group repeated actions within a single step. Despite these differences, both groups displayed similar needs for scaffolding, i.e. in interpreting actions and coordinating communication. Notably, the promoters group progressed through all four problem-solving steps, whereas the passives group did not reach the final stage. These findings contribute to a deeper understanding of collaborative roles in group-based mathematical problem-solving and highlight the potential of tailored scaffolding to support preservice teachers’ engagement in collaborative mathematical work.
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