Profile of Problem-Solving Ability and Mathematical Creativity of Pre-Service Teachers: A Review Based on Matlin's Cognitive Framework

Abstract

Problem-solving ability and mathematical creativity are two key competencies that mathematics teachers must possess to facilitate effective learning in schools. This study aims to describe the profile of problem-solving ability and mathematical creativity of pre-service mathematics teachers and to examine the relationship between these two variables through Matlin’s cognitive framework. A quantitative descriptive-correlational approach was employed with 30 third-semester mathematics education students selected via purposive sampling. Instruments included a Polya-based problem-solving test, an open-ended mathematical creativity test based on fluency, flexibility, originality, and elaboration indicators, and semi-structured interviews. Results show that problem-solving ability was at a moderate level (mean = 11.47; SD = 3.12), with the highest achievement on problem comprehension (80.8%) and the lowest on looking-back (60.0%). Mathematical creativity was also moderate (mean = 10.33; SD = 3.28), with fluency highest (76.7%) and originality lowest (55.8%). Interview analysis revealed cognitive barriers including mental set, functional fixedness, and math anxiety among lower-category students. Pearson correlation yielded r = 0.741 (p < .05), indicating a strong positive relationship. Findings are discussed through Matlin’s information-processing model, connecting both abilities via rich associative networks and spreading activation. Implications include recommendations for developing pre-service teachers’ pedagogical repertoire through problem-based learning and open-ended tasks.