Abstract

This elicits upper primary student attitudes toward mathematics problem solving (MPS) by focusing on their extended description of what they "like" and "dislike" regarding problem solving. An instrument with three straightforward questions was used to collect data from 291 Chilean students from 5th to 8th grade (10-13 years old). The results revealed that student attitudes are mainly associated with the contents of problems, their experiences during problem solving, their feelings after solving problems (as consequences of MPS), and the value of problem solving. We discuss differences and similarities in attitudes toward MPS for younger and older students. The findings are important as a guideline in designing appropriate instructions at all school grade levels. Finally, the results can be used to produce an indicator for the potential success of programmes aiming to activate MPS at schools.