Epistemological Obstacles in Solving 2D Geometry Problems Using Adversity Quotient

Abstract

Creative thinking in problem-solving hinges on the ability to find original solutions. However, prospective mathematics teachers (PMTs) face epistemological barriers when they attempt to solve 2D geometry problems. Existing studies depict the adversity quotient (AQ) affecting the way individuals attempt to solve problems, but the relationships between AQ and the types of epistemological obstacles are not well understood. This study aims to identify the epistemological obstacles faced by PMTs in finding original solutions to 2D geometry problems based on their AQ. The hypothesis suggests that the variations in AQ levels will exhibit variance in the types and the number of epistemological obstacles. This qualitative case study involved 22 third-year PMTs from an Indonesian university. Data were collected through tests measuring original thinking on 2D geometry and task-based interviews with eight selected participants. Results identified three types of epistemological obstacles among AQ Climbers, seven types among AQ campers, and five types among AQ quitters in seeking original solutions to 2D geometry problems.