Abstract
Neither the knowledge type tested (semantic or procedural knowledge) nor students’ preference for learning semantic or procedural knowledge has any major impact on the results of mathematic knowledge tests. The student's relation to the subject is of more importance. These results were obtained from analysing tests in Discrete Mathematics in terms of the type of task and the student cognitive style (N=151). Psychological memory theory (Cirino, Morris, Morris, 2007) is the theoretical basis for task typology whereas the cognitive style theory applied to teaching mathematics (Rittle-Johnson, Star, 2007) is the theoretical basis for student typology. The analysis was carried out under real learning conditions that make students concerned with test results.
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