Temperament and Mathematical Representation: A Psychological Study on Students’ Mathematical Problem Solving
Keywords:
Mathematical Representation, Problem Solving, TemperamentAbstract
This study aims to examine the differences in students’ mathematical representation abilities in solving mathematical problems based on variations in temperament. A quantitative comparative approach was employed using an independent sample t-test design to compare two groups of students with sanguine and melancholic temperaments. The research instruments included a mathematical representation ability test and a temperament questionnaire based on the classical temperament classification. Statistical analysis revealed a significant difference between the two groups, indicating that students with a melancholic temperament demonstrated higher and more systematic representational abilities than those with a sanguine temperament. These findings suggest that temperament, as an internal psychological factor, influences students’ thinking styles and representational skills in mathematical problem-solving. The implications of this study emphasize the importance of developing instructional strategies that are responsive to individual learner characteristics, making mathematics learning more adaptive and effective.
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