Mathematical literacy of students in solving PISA-like problems based on cognitive styles of field-dependent and field-independent

Abstract

This qualitative-descriptive study aims to describe students' mathematical literacy in field-dependent and field-independent styles in solving PISA-like mathematics problems. Based on the GEFT test, math ability test, and were of the same gender and communicated well, two students were obtained as subjects. Mathematical Literacy Task-based Interview was used to collect student's mathematical literacy data. The results indicated the field-dependent student, when formulating, was able to identify information by mentioning using sentences in the questions and represented using verbal, symbols, and mathematical models representation. He was able to design and implement strategies, use procedures and mathematical reasoning when looking for solutions, but he was less precise in determining problem-solving. In interpreting, he was able to interpret mathematical solutions contextually, check again by working backward. On the other hand, when formulating, the independent field student was able to identify the information required by mentioning using their own language and using verbal representations, symbols, and appropriate modeling. In employ, he designed and implemented concise strategies, procedures, and mathematical reasoning to find solutions. In interpreting, he interpreted mathematical solutions in a profound contextual manner and checked again by repeating the problem-solving process.