Abstract
School is a space where learning mathematics should be accompanied by the student’s preferences; however, its valuation in the classroom is not necessarily the same. From a quantitative approach, we ask from the mathematical thinking styles (MTS) theory about the correlations between preferences of certain MTS and mathematical performance. For this, a valid test instrument and a sample of 275 16-year-old Chilean students were used to gain insight into their preferences, beliefs and emotions when solving mathematical tasks and when learning mathematics. The results show, among other things, a clear positive correlation between mathematical performance and analytical thinking style, and also evidence the correlation between self-efficacy, analytical thinking and grades. It is concluded that students who prefer the analytical style are more advantageous in school, since the evaluation processes have a higher valuation of analytic mathematical thinking.
Highlights
The diversity of students in mathematics lessons invites us to recognize the different ways that students choose to interact with mathematical knowledge
This means that the best way to obtain better grades is to prefer analytical thinking, since it is better valued in the evaluation processes of the school system
It is noted that students who prefer the visual thinking style are not in the same conditions as those who prefer analytical thinking, since the study does not show a correlation between visual preference and grades, considering that there is no value dimension in the style preferences
Summary
The diversity of students in mathematics lessons invites us to recognize the different ways that students choose to interact with mathematical knowledge. When the teacher invites the student to perform a task or solve a mathematical problem, it is possible to identify in some students sufficient algebraic or functional answers, whilst on other occasions, visual or figurative answers, and it is possible to recognize mixed uses of these types of preferences in different graduations This range of responses is natural when there are heterogeneous groups; the multiplicity of positions raises a complex issue regarding mathematics teacher practice, since it is necessary to develop in the teacher the ability to recognize different mathematical practices, beyond a specific inclination or preference that the teacher possesses, since an acceptance of the student’s personal preference should exist.
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