Visual Thinking Skills in Solving Geometry Problems Based on Learning Style: a Grounded Theory Study

This study seeks to determine students' visual thinking skills in solving geometric problems based on learning style inventory. The qualitative approach with the grounded theory research method was used. The research participants consisted of 61 students who were given a learning style inventory questionnaire, and 4 students were selected from each learning style category, namely converger, diverger, assimilator, and accommodator. Data collection techniques included learning style questionnaires and task-based interviews. The findings indicated that assimilator and converger students had good visual thinking skills in solving geometric problems and could explain logically every step they used while accommodator students had problems explaining logically at the planning and implementation stages of problem-solving. Meanwhile, diverger students could visualize the problem only at the stage of understanding the problem. At the next stages, they had difficulty in explaining logically, and the problem-solving process was not appropriate

Bibliometric Analysis of Mathematics Reflective Thinking Based on Scopus Database

Reflective thinking is one of the most crucial abilities in learning mathematics. This study aims to reveal bibliometric analysis, including mapping a general overview and exploring research opportunities on ‘mathematics reflective thinking’, has never been carried out before. The articles were derived from Publish or Perish (PoP) software using the Scopus database. A total of 173 articles were found since the beginning of the study on mathematics reflective thinking published until November 2021. After managing the database, this study classified and visualized it by network, overlay, and density visualizations using VOSviewer software. Overall, this review provides an appropriate reference for further research on the study of 'mathematics reflective thinking’

Bibliometric Analysis of Mathematics Reflective Thinking Based on Scopus Database

Reflective thinking is one of the most crucial abilities in learning mathematics. This study aims to reveal bibliometric analysis, including mapping a general overview and exploring research opportunities on ‘mathematics reflective thinking’, has never been carried out before. The articles were derived from Publish or Perish (PoP) software using the Scopus database. A total of 173 articles were found since the beginning of the study on mathematics reflective thinking published until November 2021. After managing the database, this study classified and visualized it by network, overlay, and density visualizations using VOSviewer software. Overall, this review provides an appropriate reference for further research on the study of 'mathematics reflective thinking’

Visual Thinking Skills in Solving Geometry Problems Based on Learning Style: a Grounded Theory Study

This study seeks to determine students' visual thinking skills in solving geometric problems based on learning style inventory. The qualitative approach with the grounded theory research method was used. The research participants consisted of 61 students who were given a learning style inventory questionnaire, and 4 students were selected from each learning style category, namely converger, diverger, assimilator, and accommodator. Data collection techniques included learning style questionnaires and task-based interviews. The findings indicated that assimilator and converger students had good visual thinking skills in solving geometric problems and could explain logically every step they used while accommodator students had problems explaining logically at the planning and implementation stages of problem-solving. Meanwhile, diverger students could visualize the problem only at the stage of understanding the problem. At the next stages, they had difficulty in explaining logically, and the problem-solving process was not appropriate