Algebraic thinking processes of junior high school students in solving contextual problems viewed from sanguine and phlegmatic personality types
DOI:
https://doi.org/10.29407/jmen.v12i1.28201Keywords:
mathematics learning, Algebraic thinking processes, Sanguine, PhlegmaticAbstract
Students’ algebraic thinking processes are reflected in the ways they solve contextual problems. Solving contextual problems enables students to develop more complex thinking because it involves both formal and informal mathematical knowledge. Variations in students’ problem-solving approaches are influenced not only by cognitive ability but also by non-cognitive factors such as personality type, including the Hippocrates–Galenus typology. This qualitative descriptive study aims to describe the algebraic thinking processes of eighth-grade students in solving contextual problems based on the Sanguine and Phlegmatic personality types. Three students—one Sanguine and two Phlegmatic—were selected purposively based on the highest questionnaire scores and recommendations from the mathematics teacher. Data were collected through algebraic thinking tests, observation, and interviews, then analyzed and validated using methodological triangulation. The results show that the Sanguine subject recognized patterns, constructed general formulas, and symbolized information, although their understanding of variable relationships remained conceptual. Their modeling was inconsistent, analytical strategies were intuitive, and organization tended to be less structured. The Phlegmatic subjects recognized patterns and constructed formulas but understood variable relationships only conceptually, tended not to develop models or produced incorrect ones, and showed less organized work.
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