Investigating Mathematical Thinking through Productive Struggle: Mediated by Creative Learning and Moderated by Motivation

Abstract

This study investigated the relationship between productive struggle and mathematical thinking, with a focus on the mediating role of creative learning and the moderating role of motivation. Productive struggle the process of grappling with challenging mathematical tasks was posited to enhance students' mathematical thinking, a crucial skill for academic success in mathematics. The research was grounded in the Anthropological Theory of Didactics and Behavioral Theories of Motivation, which provided a theoretical framework for understanding how students’ engagement with challenging tasks could foster deeper cognitive development in mathematics. The study employed a descriptive survey research design anchored in the quantitative research approach, using Structural Equation Modeling (SEM) to analyze the data. A sample of Senior High School students was selected using a stratified random sampling technique to ensure representation across different demographic groups. Data were collected through validated questionnaires measuring productive struggle, creative learning, motivation, and mathematical thinking. The analysis, conducted using SEM, examined the direct effects of productive struggle on mathematical thinking, the mediating effect of creative learning, and the moderating effect of motivation. The results confirmed a significant positive relationship between productive struggle and mathematical thinking. Creative learning was found to partially mediate this relationship, while motivation had a negative but statistically insignificant moderating effect. Based on these findings, it was recommended that educators integrate tasks that promote productive struggle and creative problem-solving in mathematics curricula. Additionally, while motivation remains an essential factor in learning, further research was suggested to explore its role in different educational contexts.