Flexibility in solving open-ended mathematics problems based on students’ thinking styles

Abstract

Abstract Flexibility is one of the abilities needed to solve mathematical problems using a variety of different perspectives. One factor that affects flexibility is students’ thinking styles. Students’ thinking styles are classified into 4 types, namely Concrete Sequential (CS), Abstract Sequence (AS), Concrete Random (CR), and Abstract Random (AR). These four thinking styles have an important role in increasing students’ understanding of the learning process. The aim of this research is to see the extent of students ‘mathematical flexibility abilities in solving open problems based on students’ thinking styles. This research uses descriptive research with a qualitative approach. The subjects in this study were 4 students. The research began by giving students a thinking style questionnaire which was then continued by giving open test questions and interviews. The validity of data measured using the triangulation method. The results of this study indicate that CS students, AS students, and CR students, have not been able to achieve indicators of flexibility, whereas AR students can achieve indicators of flexibility in solving open problems.