Profile of Students’ Mathematical Problem-Solving Ability in Real-Context Trigonometry Problems: A Qualitative Study

Abstract

Mathematical problem-solving ability is an important competency that supports students in applying mathematical concepts to real-life situations. However, students often encounter difficulties in solving contextual problems, particularly in trigonometry. This study aimed to describe students’ mathematical problem-solving abilities in solving real-life context trigonometry problems based on Polya’s problem-solving stages. A qualitative approach was employed involving three tenth-grade students representing high, moderate, and low mathematical ability levels. Data were collected through written tests and interviews and analyzed according to four stages of problem solving: understanding the problem, devising a plan, carrying out the plan, and looking back. The results showed that students’ problem-solving profiles varied according to their mathematical ability. High-ability students performed well in most stages but lacked thorough verification of answers. Moderate-ability students were able to solve problems appropriately but showed weaknesses in reflection. Low-ability students experienced difficulties in understanding contextual information and selecting suitable strategies. Overall, the looking-back stage was the most challenging for all students. The study concludes that mathematical ability shapes distinct problem-solving profiles, with looking back remaining the weakest stage overall. These findings imply that trigonometry instruction should strengthen students’ verification skills and their ability to connect solutions with real-life situations.