Abstract
Mathematical competence refers to the skills of students in reasoning, connection, communication, representation, and problem-solving. Various researchers have massively discussed on how to foster mathematical competence. However, it is just a few of them comprehensively explain from the cognitive styles perspective. This research aims to measure the junior high school students’ mathematical competence based on their cognitive style.This research used a descriptive qualitative approach. There were 35 students took part in the mapping of cognitive styles using the Matching Familiar Figure Test and were then selected representative from the reflective and the impulsive cognitive style to have a further assessment of the mathematical competence using the mathematical competence test. The data analysis used the model of Milles and Huberman. The results showed that there was a difference mathematical competence between the subject having impulsive cognitive style and the one having reflective cognitive style. The percentage of mathematical competence of reflective subject was 69% while the impulsive subject was 56.89%. From all aspects of mathematical competence, the reflective subject tends better ability; for instance, the reflective subject has better ability than the impulsive subject on mathematical connection, mathematical reasoning, mathematical representation, and problem-solving.
Highlights
In recent years, mathematics education has demanded a significant change to adapt to the challenge of students' 21st-century skills, especially the ability of problem solving and communication
Mathematical power holds the key to changed mathematics education to aid students' learning
The Matching Familiar Figure Test (MFFT) and a mathematical power test is used as the instrument to collect the data
Summary
Mathematics education has demanded a significant change to adapt to the challenge of students' 21st-century skills, especially the ability of problem solving and communication. According to NCTM (2000), all the skills previously mentioned, such as mathematical communication, mathematical connection, mathematical reasoning, mathematical representation, and problem-solving, are known as mathematical power. 39-46 images, graphs, or algebraic forms; expressing ideas situations or mathematical connections in the language/symbol of mathematics; interpreting and evaluating ideas, conditions, or relationships with responses in the form of arguments (Bruner & Kenney, 1965; Jacobs et al, 2006; Sumarmo, 2010). The second aspect, mathematical connection, is indicated by how the students recognized and used relationships between mathematics ideas, understanding how concepts in mathematics interconnected to each other to produce a unified whole, identifying and applying mathematics into the environment outside mathematics (NCTM, 2000)
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