Mathematical Communication of Junior Secondary School Students: A Review of Cognitive Styles and Self-Confidence

Abstract

This study presents the characterization of mathematical communication skills of junior secondary school students in terms of cognitive style and self-confidence. The data collected for cognitive style, self-confidence, and mathematical communication skills were 47 data each, and 3 transcripts of interview data. The research design is a multi-case study with a single unit of analysis. The results showed the characteristics of students in communicating their ideas:  field independent student with high self-confidence tends to represent with images, graphs, mathematical symbols, and mathematical models with systematic arguments both in writing and orally. Cognitive field independent style student with low self-confidence tends to resonate with images and graphs, but arguments are less systematic both in writing and orally.  Students, a cognitive field dependent on high self-confidence, tend to represent with images and mathematical symbols with verbally systematic arguments but less systematically in writing.  Field-dependent type cognitive-style student with low self-confidence tends to be with images and mathematical models with less systematic arguments both in writing and orally. From these findings, it is concluded that there is a correlation between cognitive style, self-confidence, and the characteristics of mathematical communication skills.