Thinking Styles and Professional Choice Satisfaction of Social Profile Students: Implications for Academic Achievement in University

Kovalčikienė, Kristina; Bukšnytė-Marmienė, Loreta

doi:10.17265/2159-5542/2013.01.005

Cited by 1 publication

(2 citation statements)

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“…Students with an inchworm thinking style have an advantage in school because evaluation processes place a higher value on analytic thinking (Huincahue et al, 2021;Chinn, 2016). Thus, success is more favorable to inchworm than grasshopper because the former thinking style matches the demand of environment (Kovalcikiene et al, 2013). One reason for this is that successful sequential thinkers in mathematics have more working memory capacity than grasshoppers, especially for formulas and methods to be employed in specific items (Chinn, 2013).…”

Section: Thinking Styles and Mathematical Thinking Stylesmentioning

confidence: 99%

“…According to Kovalcikiene et al (2013), students perform better when the thinking patterns are compatible with the demands of the educational environment than the counterparts. According to Zakariya (2022), self-efficacy is one of the personality factors that affects how well students perform mathematically.…”

Section: Thinking Styles and Mathematical Thinking Stylesmentioning

confidence: 99%

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Influence of Thinking Style on the Critical Thinking Skills and Creativity in Mathematics

Perez,

Andrade

2023

IJSTEM

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Two of the key talents that students need to possess in the twenty-first century are the ability to think critically and creatively, both of which can be nurtured through mathematics training. Teachers should take into account the various ways that each student thinks when using pedagogical strategies to help students develop their critical and creative thinking abilities in mathematics. Thus, the main goal of the study was to determine whether there were any significant differences in the critical thinking and creativity abilities in mathematics among the various thinking styles of Grade 10 students in a national high school in the Philippines. In order to compare the differences between the critical thinking skills and creativity of sixty respondents in mathematics depending on their thinking styles—inchworm and grasshopper—a comparative descriptive research design was used in the study. The results showed a significant difference in the critical thinking skills in mathematics as to interpreting information component only of critical thinking skills. Furthermore, thinking style is not a determinant in students’ mathematical creativity due to non-existence of significant difference. The study recommends that teachers consider students’ thinking styles when developing instructional materials and strategizing their instruction because this helps students interpret information and decide whether the evidence and conclusions obtained from mathematical problems can be generalized. To confirm the study’s conclusions, a similar study with a high number of respondents for each thinking style is recommended.

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