An investigation of mathematical problem-solving skills based on students’ prior mathematical knowledge and cognitive style

Abstract

Several prior research concluded that students’ mathematical problem-solving skills (MPSS) were deemed inadequate. The research necessitated additional research into the components that govern it. This study explored the differences in MPSS between students based on their basic mathematics knowledge and cognitive style. This study was conducted using a survey and quantitative analysis utilizing inferential statistics. Cluster sampling was used to choose 182 students from a junior high school in Bandung, Indonesia. There were 91 male and 91 female pupils in the sample. Valid and reliable mathematical prior knowledge tests, MPSS tests, and the Group Embedded Figure Test (GEFT) were used as data mining instruments in this work. The acquired data were analyzed using JASP software and a two-way ANOVA test. This study found that, first, there is no difference in MPSS based on prior knowledge of mathematics. Second, there are moderate differences in MPSS based on cognitive style. Third, there is no interaction between the effects of prior knowledge of mathematics and cognitive style on MPSS. This study concludes that cognitive style is the most influential factor influencing students’ MPSS.