Students’ Reflections on Dispositions in a Mathematics Classroom

This study investigated students' dispositions. It is a qualitative study that analyzes students' reflective journal entries. It captured students’ dispositions and described how the reflective activities influence their engagement mathematical problem-solving. The findings showed that the students considered the mathematical problems were challenging to them, but their positive dispositions kept them engaged in learning. Engagement through effort and thinking algebraically with teachers' guidance was the crucial first steps in problem-solving. Results from this study provide educators with a wealth of knowledge to develop learning dispositions that will encourage active thinking and engagement among students in mathematics classrooms.    Keywords: reflection; disposition; mathematics; engagement eISSN 2514-7528 © 2021 The Authors. Published for AMER ABRA CE-Bs by E-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians / Africans / Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/jabs.v6i18.384