Learning Style Preferences, Strategies and Interaction Qualities Among Chinese Mathematics Learners

Abstract

This study explores learning styles, strategies, and interaction among Chinese high school math learners (n unspecified) in Anshan City. Descriptive research methods including surveys, interviews, and classroom observations were used. Students (ages 16-18, grades 9-11) showed a preference for hands-on and visual learning styles. They favored formal seating, bright environments, and digital learning tools. Interestingly, no significant differences in learning style preferences were found based on gender, grade level, or location. The study also examined learning strategies and interaction quality. Students valued cognitive, affective (emotional), and social interactions, demonstrating high engagement. Importantly, positive correlations emerged between learning strategies (environmental, affective, social) and interaction quality. However, the link between learning styles and these factors was not as strong. Based on these findings, a Mathematics Learning Enhancement Program is proposed. This program focuses on personalized learning guidance, optimized learning strategies, and a learning environment tailored to student needs. The study emphasizes the importance of student-centered teaching, personalized learning strategies, and collaborative learning environments for improved math achievement and critical thinking skills.