Inferential Statistical Literacy of Mathematics Education Students with Field Independent and Field Dependent Cognitive Styles
Inferential Statistical Literacy of Mathematics Education Students with Field Independent and Field Dependent Cognitive Styles

Summary/Abstract: Background/purpose. This study aims to examine the inferential statistical literacy of mathematics education students based on their cognitive styles—field-dependent (FD) and field-independent (FI). Inferential statistical literacy involves not only understanding statistical concepts such as hypothesis testing and parameter estimation but also applying them critically and appropriately in realworld contexts. Materials/methods. A qualitative descriptive method within a case study design was employed. Two students, each representing FD and FI cognitive styles, were selected as subjects. Data were collected using the Group Embedded Figures Test (GEFT), statistical literacy problems, and structured interviews. The data were analyzed qualitatively and categorized according to indicators of inferential statistical literacy: formulating hypotheses, testing hypotheses, and making decisions. Results. The findings revealed clear differences in reasoning patterns between the two cognitive styles. FI students demonstrated strong analytical thinking and provided logical justifications throughout the problem-solving process. In contrast, FD students relied more on procedural thinking and often failed to explain their reasoning clearly, showing limited conceptual understanding. Conclusion. Students with a field-independent cognitive style demonstrated high levels of inferential statistical literacy, whereas those with a field-dependent style were at a moderate level. The difference in inferential statistical literacy between the two groups was quite substantial, which qualitatively indicates the influence of cognitive style on inferential statistical literacy. These findings underscore the need for instructional strategies tailored to cognitive style differences in order to support the development of inferential statistical literacy in mathematics education.

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