Influence of Teacher-Student Relationships on Mathematics Problem-Solving

Literatures revealed that the cognitive and affective components are factors affecting problem solving. In this article we identified considered by students in learning mathematical Using a descriptive phenomenological research explored lived experiences of forty-five (45) student’s solving mathematics problem. Following Colaizzi method for data analysis, four themes emerged: emotions self- efficacy as factors, group activity teacher- student relationship social factors. Sixty items from these were further using an Exploratory Factor Analysis (EFA) new set 200 students. These four-factor structures explained 66% variance pattern relationships among items. All had high reliabilities (all at or above Cronbach’s α > .904). The study exemplified interaction during activities, which is factor, provides highest correlated factor influences performance