Association of Ambiguity Tolerance and Problem-solving Ability of Students in Mathematics

Development of problem-solving ability among students is one of the main goals of mathematics education.  This study investigated the association between student ambiguity tolerance and their problem-solving ability in mathematics. It also sought to determine whether or not a student’s reaction to unfamiliar or uncertain stimuli influences their ability to solve non-routine word problems. A total of 182 junior high school students participated in this study. Two instruments, namely: McLain Multiple Stimulus Types Ambiguity Tolerance (MSTAT-II) Scale and a problem-solving ability test were considered in this study. Both tests were subjected to validity and reliability analyses. Results showed that ambiguity tolerance and problem-solving ability have a moderate positive association. Further, ambiguity tolerance was found to be a significant determinant of the problem-solving ability in mathematics of a student. A detailed analysis of student solutions and empirical evidences suggest that the use of open-ended problems be employed across various subject matters in mathematics to develop not only problem-solving skills but critical and logical reasoning as well as creativity among students.