Multiple Intelligences of Mathematics Major Students in Problem-Solving: Implications for a Peaceful Classroom Environment

This study explored the lived experiences of mathematics major students in applying different ways of thinking in solving mathematical problems and examined their implications for a peaceful classroom environment. Employing a qualitative descriptive research design, involving purposively selected mathematics education students. Data were gathered through semi-structured interviews and analyzed thematically. Findings revealed that students engaged in problem-solving through meaningmaking, pattern recognition, visualization, structured processing, and verbal interpretation. Their perceived proficiency was not fixed but varied depending on familiarity with the task and the level of problem complexity. While students demonstrated the ability to arrive at correct solutions, a notable tension emerged between solving problems and articulating the reasoning behind them, indicating a gap between procedural and expressive understanding. Challenges were particularly evident in interpreting word problems, managing complex procedures, and maintaining clarity in demanding tasks. To address these difficulties, students employed strategies such as revisiting prior lessons, practicing analogous problems, seeking assistance from peers and teachers, exploring alternative solution methods, and reanalyzing errors. These strategies reflect an active and reflective engagement with learning. The findings further suggest that the presence of diverse ways of thinking supports not only cognitive development but also relational aspects of learning. Practices such as seeking help, explaining solutions, and reexamining mistakes point to the value of a non-judgmental and collaborative learning environment. Recognizing varied strengths among students reduces anxiety, minimizes unproductive comparison, and encourages participation. The study concludes that valuing diverse ways of thinking in mathematics can enhance problem-solving while fostering a more inclusive, respectful, and peace-oriented classroom environment.