Low self-confidence in problem solving is one of the main issues in terms of mathematics education among high school students and this issue led to decreasing learning mathematics. Mathematics educators always faced to learners that not being proactive for solving the problems and avoid it hence the main aim of this paper is exploring the main influence factors on self-confidence problem solving. Twenty questions of questionnaire were designed based on different literature and principle component and confirmatory factor analysis were used for analysis data. The results of the study indicated the main influenced factors are; ability, motivation, perseverance, sense of helplessness and inhibitor. Finally recommendations and some policies presented to increasing the self-confidence in educational system.

Low self-confidence in problem solving is one of the main issues in terms of mathematics education between high school students, and this issue led to decreasing the mathematic learning. Mathematic educators always faced a challenge with learners for not being proactive in solving the problems and avoiding them, hence this study aimed to explore the main factors that influence self-confidence problem solving. A total of 20 questions are designed based on different literature and principle components, and confirmatory factor analysis was used for analysing the data. The results of the study indicated that the main influence factors are ability, motivation, perseverance, sense of helplessness and inhibitor. Finally, recommendation and some policies are presented to increase the self-confidence in educational system. Keywords: Mathematics education, problem solving, self-confidence, cooperative learning;

According to the curricula all over the world symmetry plays an important role in the teaching geometry at primary levels. Geometry is one of topics that have the most problematic content knowledge for the prospective primary teachers. This paper studies the understanding of the symmetry of shapes among pre-service and in-service teachers to find out their visual perception of the geometric shapes symmetry and the symmetry axis. The aim is to create a symmetrical pattern with symmetry axis of the shapes. Evidence that only content-oriented professional development coursework taken by primary school math teachers appears effective, suggests that relatively more resources ought to be put into content focused training for teachers and that changes are warranted at the elementary level and in pedagogical in-service training generally. The primary teacher needs to be able to modify some proposed problems in order to get a richer mathematical activity, being aware of their mathematical benefits. It should be part of growing the capacity of analyzing didactically the mathematics activity.