The dynamics of behavioral pattern in collaborative problem-solving among Indonesian preservice mathematics teachers

The research examines the behavioral dynamics of Indonesian preservice mathematics teachers and identifies the types of scaffolding they require to enhance their participation in collaborative settings. A key novelty of this research is the application of the Net Promoter Score as a classification framework for grouping preservice teachers in educational research. Using this NPS-based categorization, combined with mathematical problem-solving performance, we conducted a qualitative study involving two underperforming subjects: promoters and passives. The analysis reveals distinct behavioral transition patterns: the promoters group repeatedly shifted actions across different problem-solving steps, while the passives group repeated actions within a single step. Despite these differences, both groups displayed similar needs for scaffolding, i.e. in interpreting actions and coordinating communication. Notably, the promoters group progressed through all four problem-solving steps, whereas the passives group did not reach the final stage. These findings contribute to a deeper understanding of collaborative roles in group-based mathematical problem-solving and highlight the potential of tailored scaffolding to support preservice teachers’ engagement in collaborative mathematical work.