Students' Difficulties in Mathematical Literacy Based on Keirsey Personality Types
Abstract
Mathematical literacy involves not only the ability to obtain mathematical answers but also the skills of formulating, employing, and interpreting. This study aimed to analyze students' difficulties in solving mathematical literacy problems based on Keirsey personality types. A qualitative approach with a case study design was employed. The initial participant pool consisted of 20 students who completed the Keirsey personality questionnaire and a mathematical literacy test based on PISA problems. Based on personality type categorization and data completeness, four primary subjects were selected: Artisan (SA), Guardian (RF), Idealist (SY), and Rational (FA). Data were collected via personality questionnaires, mathematical literacy tests, and semi-structured interviews, then analyzed through data reduction, data presentation, and conclusion drawing. The results revealed that the four subjects experienced difficulties with distinct characteristics. At the formulating stage, all four subjects struggled to translate problems into mathematical representations. At the employing stage, all four subjects encountered difficulties regarding the strategy application indicator. Difficulties concerning the application of mathematical facts, rules, algorithms, and structures were experienced by the Guardian and Rational subjects. At the interpreting stage, subjects across all Keirsey personality types faced challenges in interpreting the mathematical results they obtained. These findings indicate that Keirsey personality types offer a valuable perspective for understanding the variations in students' difficulties during the mathematization process. The study's implications highlight the importance of providing scaffolding tailored to the specific characteristics of the students' difficulties.
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