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Representation Process of Prospective Teachers in Solving Mathematical Problems Based on Cognitive Style.
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- معلومة اضافية
- نبذة مختصرة :
This study investigates the correlation between cognitive styles and the thinking process utilized when solving mathematical problems, emphasizing the significance of aligning problem-solving strategies with problem representations. Employing a qualitative approach, the research examines two cognitive styles-- Field Independent (FI) and Field Dependent (FD)--chosen based on participants' mathematical abilities. Conducted at Cenderawasih University's Mathematics Education Study Program, the study reveals that students' mathematical problem-solving proficiency remains relatively low, warranting further exploration of their thinking processes. While FI subjects demonstrate competence in aligning thinking processes with mathematical representations, particularly in structuring problem-solving steps, FD subjects exhibit limitations in articulating meaning and verbal representations. These findings underscore the importance of instructing educators not only in teaching mathematical concepts but also in guiding students to articulate problem-solving steps using verbal representations. This study highlights the need for a holistic approach to mathematical education, integrating conceptual understanding with effective problem-solving strategies tailored to individual cognitive styles. [ABSTRACT FROM AUTHOR]
- نبذة مختصرة :
Copyright of Journal of Higher Education Theory & Practice is the property of North American Business Press Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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