In learning mathematics, reflective thinking is often overlooked due to an excessive emphasis on
final results, which causes students to struggle in evaluating and reconstructing their problem-solving
processes. Reflective thinking skills are necessary for students to solve problems, including
numeracy. This study adopts a qualitative approach, focusing on the problem-solving process of two
seventh-grade students with a Dependent Field (DF) cognitive style and similar initial mathematical
abilities. Data were collected through the Group Embedded Figures Test, in-depth interviews, and
initial mathematical and reflective thinking ability tests. Based on the research results, DF students
couldn't analyze arguments from various perspectives and see if there were deeper implications. This
finding reflects the characteristics of DF, who don't perform the 'result in context' process, leading to
a lack of ability to understand, interpret, and use numerical results in concrete/situational contexts.
This also includes the ability to relate numbers to real-world situations, make appropriate
interpretations, and take suitable actions based on those numerical results. The results of this study
can serve as a foundation for designing differentiated instruction that emphasizes the development
of reflective thinking skills, particularly in numeracy, through approaches involving technology,
models, pedagogy, or other learning strategies.
Keywords:
Dependent field, Junior high schools, Number, Numeracy, Reflective thinking process