Gemi Susanti, Mega Teguh Budiarto, Siti Khabibah, Hodiyanto, Kristof Fenyvesi
This study investigates how extroverted and introverted students employ relational reasoning to solve mathematical problems. Relational reasoning, which involves identifying meaningful patterns among concepts, is a crucial skill in mathematics education, yet research has rarely explored its relationship with personality types. The study adopts a qualitative, explorative design, focusing on two junior high school students, one extrovert and one introvert. Data collection involved personality assessments using a questionnaire, problem-solving tasks, and semistructured interviews. The results reveal distinct differences in their relational reasoning in solving mathematical problems. The extroverted student exhibits a more dynamic and iterative reasoning process, frequently revisiting and verbally explaining steps, indicating their preference for interactive and fast-paced environments. In contrast, the introverted student displays a linear and reflective approach, carefully documenting steps and favoring written explanations, suggesting a preference for solitary and contemplative settings. By recognizing the relational reasoning for both extroverted and introverted students, educators can tailor their teaching methods to enhance and ultimately improve problem-solving abilities. Integrating diverse teaching strategies sensitive to personality differences can foster a more inclusive and effective learning environment. Future research could expand this work by examining ambivert students to provide a fuller understanding of personality’s impact on cognitive processes in education. Copyright (c) 2026 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Department of Mathematics Education, Universitas Negeri Surabaya, Indonesia; Finnish Institute for Educational Research, University of Jyväskylä, Finland; Universitas PGRI Pontianak, Indonesia
