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Mathematical Ability of Elementary School Students Based on Cognitive Style and Gender

机译：基于认知风格和性别的小学生的数学能力

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The development of mathematical ability of elementary school students is very important. Education in elementary school is a foundation in mathematical ability at a higher level. In fact, many things can affect students' mathematical ability both physically and mentally of the students. The facts underlying this study were the mathematical ability of elementary school students based on cognitive style and gender. Therefore, the purpose of this study was to examine the cognitive style and gender of the elementary school students' mathematical ability. The employed method was survey method. The subjects of this study consisted of 141 elementary school students on the fourth grade. These elementary school students were scattered in five districts in Banjarmasin. The instruments used were mathematical ability items and Group Embedded Figure Test (GEFT) to determine the cognitive style. Analysis of quantitative data in this study used SPSS 23.0 program. The conclusions that can be drawn from this study are the students' mathematical ability with field independent cognitive style were higher than the students with field dependent cognitive style; there was a significant relationship between mathematical ability and cognitive style in elementary school students. Boys' mathematical abilities were not significantly higher than girls. However, the average mathematical ability of boys was higher than girls. Furthermore, there was no relationship between mathematical ability and gender in elementary school students. Judging from the number of students correct answer on the questions of stuffing in algebraic form, the average students who answered correctly on all questions was 69.9% and the classification was good enough.
机译：小学生数学能力的发展非常重要。小学教育是在较高级别的数学能力的基础。事实上，许多事情可以影响学生的学生的数学能力，在身体上和精神上的学生。本研究的基础事实是基于认知风格和性别的小学生的数学能力。因此，本研究的目的是审查小学生数学能力的认知风格和性别。采用的方法是调查方法。本研究的主题由第四年级的141名小学生组成。这些小学生分散在班卓·玛西钦的五个地区。所使用的仪器是数学能力项目和组嵌入式测试（GEFT）来确定认知风格。本研究中的定量数据分析使用了SPSS 23.0程序。可以从这项研究中得出的结论是学生的数学能力与现场独立认知风格高于具有现场依赖认知风格的学生;小学生数学能力与认知风格之间存在重大关系。男孩的数学能力并没有明显高于女孩。然而，男孩的平均数学能力高于女孩。此外，小学生数学能力与性别之间没有关系。从学生人数来看，对代数形式的填充问题的正确答案，所有问题正确回答的普通学生都是69.9％，分类足够好。

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