Exploring of mathematics learning difficulties for students based on heterogeneous group and cognitive style in elementary school

Abstract

Students with mathematics learning difficulties (MLDs) are heterogeneous. They can grow from various socio-economic groups or based on specific district areas. Cognitive style is likewise worked as a reference to perform grouping of children into certain sub-type MLDs. This study aims at exploring sub-types of MLDs in elementary school students by gender, district area, and cognitive style. This study involved 153 elementary school students in Buleleng Regency, Bali. The students tested their underlying of mathematical abilities for numerical understanding, geometry, and measurement materials. The cognitive style was determined to utilize the Children Embedded Figures Test (CEFT). Data were analysed using Rasch Model. There are 137 students have a problem with mathematics based on MLDs test. The female students and the dependence on an urban or suburbs school have a most serious problem in mathematics learning. These findings have means for the intervention of MLDs based on specific gender groups, district areas, and cognitive styles.