Problem posing, executive function, and attitude toward mathematics in adult education

Abstract

This study examines the effects of a didactic intervention based on the Problem Posing and Reconstruction Approach (PPRA) on executive function and attitudes toward mathematics among adult learners enrolled in Level IV of Adult Secondary Education (ASE). A quasi-experimental design with a non-equivalent control group (n = 50) was implemented in a public Adult Education Center (AEC) located in the Autonomous City of Ceuta, Spain. For six weeks, the experimental group participated in instructional sessions using models adapted from the PPRA program, while the control group continued with a traditional closed-problem methodology. The instruments used were the EFECO Scale (Ramos-Galarza et al., 2019) to assess executive function and the Mathematics Attitude Scale (EAM) (Palacios, Arias, & Arias, 2014). The results revealed significant improvements in planning, cognitive flexibility, and working memory, as well as an increase in perceived mathematical competence and interest in the subject. It is concluded that the PPRA methodology constitutes an effective approach to enhancing both executive processes and positive attitudes toward mathematics in adult education contexts.