ANALYSIS OF MATHEMATICAL REPRESENTATION OF PRE-SERVICE ELEMENTARY SCHOOL TEACHERS IN PROBLEM SOLVING BASED ON THINKING AND FEELING PERSONALITY TYPES

Abstract

In the context of 21st-century mathematics education, the ability to construct and
utilise mathematical representations is fundamental to successful problem solving,
particularly for future elementary school teachers. However, the role of individual
personality traits—especially the dichotomy between Thinking and Feeling types, as
defined by the Myers-Briggs Type Indicator (MBTI)—remains underexplored as a
factor influencing representational strategies. This study addresses a critical research
gap by examining how these personality types affect the process of mathematical
problem-solving. Using a qualitative descriptive approach with an intrinsic case study
design, the research involved two prospective primary school teachers with distinct
MBTI profiles. Data were collected through MBTI questionnaires, problem-solving
tasks, and task-based interviews, then analysed using thematic coding aligned with
Polya’s problem-solving steps. The findings reveal distinct differences in the types and
structures of representations used: Thinking-type participants favoured symbolic and
logical representations. In contrast, Feeling-type participants relied more on intuitive
and narrative forms. These results highlight the impact of personality on cognitive
processes in mathematical reasoning. This paper contributes new insights to the
intersection of mathematics education and personality psychology, with implications
for differentiated instruction in teacher education programs.