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چکیده
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Abstract There are differences between pupils in terms of their cognitive and learning styles. Research shows that the effectiveness of these styles depends on the learning subjects. This paper aims to investigate the extent of mathematical literacy and the effective cognitive style among the fifth grade’s pupils in the Sanandaj's primary schools. Using cluster sampling, 360 out of 5879 male and female pupils were randomly selected and were tested by TAKS (Texas Assessment of Knowledge and Skills) standardized for Iranian children. According to the test scores, pupils were divided in two groups: pupils with high and low ability in mathematical literacy. Then, both male and female pupils were tested according to the‘s Hidden Shapes Group Test (Witkin et al., 1997). While the content validity of the questionnaires was checked by the research supervisors and field’s experts, using Cronbach’s Alpha their reliability were controlled and showed 0.91. In order to analyze the research data resulted from questionnaires Pearsons’ Correlation, T test and Factor Analysis (ANOVA) were used. The findings show that there is an average correlation between pupils’ mathematics literacy and their cognitive styles. It is also suggested while mathematics literacy among boys and girls is different but there is no meaningful difference between male and female pupils’ cognitive styles. It is additionally confirmed that pupils with high ability in mathematical literacy have field-independent cognitive styles. This is while female pupils have field-dependent cognitive styles and their ability in mathematical literacy is lower than the male pupils. Finally the finding has shown that individualized, inductive, intuitive, inner-directed and self directed instruction is necessary for developing mathematical literacy. Additionally, situations that enhance personal motivation are more useful for learning mathematics.
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