The effect of enriched learning environments on mathematical reasoning and problem solving attitude in the context of learning styles

The facts that research on the development of mathematical reasoning there exist limited papers regarding the learning environments where different teaching methods are used together indicates the significance of this study. In order to a mathematical concept be fully learned, it is essential that it is taught by multiple methods in the learning contexts. This study aims to determine the effect of learning environments enriched using different teaching methods on mathematical reasoning skills and problem solving attitude within the context of learning styles and to provide the reflections of this process from the perspective of the participants. This study was carried out using an embedded design appropriate for a mixed research approach that includes qualitative and quantitative research approaches. The participants were consisted of 23 students in seventh grade and a mathematics teacher in a state secondary school located in the center of a province in the Southeastern Anatolia region. In selecting the seventh class in the school, it was determined criteria 'to have an average level in terms of mathematics achievement' and 'to include heterogeneous maximum diversity in terms of learning styles'. The research was conducted by the researcher in accordance with the learning model enriched for 6 weeks (26 lesson hours) regarding the achievements in fractions and whole numbers in the Mathematics Curriculum 2018. Learning Styles Scale, Mathematical Reasoning Test (Pre-test and Post-test) and Attitude Scale for Mathematics Problem Solving (Pre-test and Post-test) were used in the data collection stage of the research. In the qualitative context, semi-structured interview forms and student diaries were utilized. In the analysis of quantitative data, parametric and non-parametric tests were used with the help of SPSS 22 software package. In the analysis of qualitative data, themes and codes were created using content analysis. It is concluded that the enriched learning environment improves the mathematical reasoning skills of seventh grade students for each learning style. However, there was no significant difference among four learning styles in terms of the development of mathematical reasoning skill. It was revealed that the learning environment positively increased the students' attitude towards solving the mathematics problem. It was observed that participants reported that the enriched learning environment increased students' participation in the lesson, provided effective and permanent learning, encouraged the use of mathematical reasoning skills and developed that skill.