Students’ mathematical problem-solving processes based on learning styles: An APOS theory and Newman’s error analysis perspective
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Abstract
Mathematical problem-solving is a core competency in classroom contexts, yet many students experience difficulties when dealing with contextual tasks. This study aims to analyze students’ mathematical problem-solving processes based on learning styles using APOS theory and Newman’s Error Analysis (NEA). A qualitative case study was conducted in an Indonesian senior high school involving 35 eleventh-grade students (N = 35), with three students selected for in-depth analysis. Data were collected through a learning style questionnaire, problem-solving tests, and semi-structured interviews, and analyzed thematically by integrating APOS stages with NEA. The findings reveal varied cognitive pathways across learning styles rather than fixed error patterns. Visual students tended to construct accurate representations but still encountered comprehension difficulties. Auditory students articulated solution strategies clearly, although some experienced challenges in transforming problems into mathematical models. Kinesthetic students benefited from concrete supports such as diagrams, which facilitated progression toward higher APOS stages. All focal students demonstrated development toward the schema stage, indicating diverse but productive learning trajectories. These results highlight the importance of adaptive instructional strategies that align with students’ learning characteristics and support structured progression in mathematical understanding.
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