<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-3470</journal-id>
<journal-title><![CDATA[Uniciencia]]></journal-title>
<abbrev-journal-title><![CDATA[Uniciencia]]></abbrev-journal-title>
<issn>2215-3470</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional, Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-34702024000100587</article-id>
<article-id pub-id-type="doi">10.15359/ru.38-1.32</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[An Analysis of Students&#8217; Mathematical Reasoning in Solving Probability Problems Judging from Learning Styles: The Converger]]></article-title>
<article-title xml:lang="es"><![CDATA[Análisis del razonamiento matemático de los estudiantes en la resolución de problemas de probabilidad a juzgar por los estilos de aprendizaje: el convergente]]></article-title>
<article-title xml:lang="pt"><![CDATA[Análise do Raciocínio Matemático dos alunos na resolução de problemas de probabilidade a julgar pelos estilos de aprendizagem: O Convergente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arifanti]]></surname>
<given-names><![CDATA[Dwi Risky]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Raupu]]></surname>
<given-names><![CDATA[Sumardin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Thalhah]]></surname>
<given-names><![CDATA[Sitti Zuhaerah]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ikram]]></surname>
<given-names><![CDATA[Muhammad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Institute of Palopo Faculty State Islamic ]]></institution>
<addr-line><![CDATA[South Sulawesi ]]></addr-line>
<country>Indonesia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Institute of Palopo Faculty State Islamic ]]></institution>
<addr-line><![CDATA[South Sulawesi ]]></addr-line>
<country>Indonesia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Institute of Palopo Faculty State Islamic ]]></institution>
<addr-line><![CDATA[South Sulawesi ]]></addr-line>
<country>Indonesia</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,State University of Makassar Faculty Mathematics and Science Department of Mathematics Education]]></institution>
<addr-line><![CDATA[South Sulawesi ]]></addr-line>
<country>Indonesia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>38</volume>
<numero>1</numero>
<fpage>587</fpage>
<lpage>606</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702024000100587&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702024000100587&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702024000100587&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  (Background)  Several challenges are encountered by students when attempting to solve probability problems, one of which relates to reasoning about the given problem scenario. This phenomenon may arise due to variations in students&#8217; learning styles.  (Objective)  Thus, the current study aimed to examine students&#8217; reasoning abilities when dealing with probability problems, focusing on those with converging learning styles.  (Method)  This study employed a qualitative method, involving two students with a converging learning style who were invited to solve reasoning tasks. Three instruments were utilized: learning style questionnaire, mathematical reasoning tasks, and semi-structured interviews. The research data was analyzed through data reduction and display.  (Results)  The study&#8217;s findings revealed that, in solving probability problems, convergers (students with a converging learning style) primarily relied on imitative reasoning. These students demonstrated four patterns. First, they accurately and comprehensively articulated known information from a question and correctly identified the question being asked. Second, they possessed a conceptual understanding of probability but provided inaccurate explanations regarding arithmetic sequences. Although they could devise problem-solving strategies, their articulation of these strategies lacked precision. Third, they utilized the concept of probability and employed problem-solving strategies to solve the given problem and explain the steps involved in reaching the solution. Four, they derived answers from problem-solving strategies and drew accurate conclusions, often exhibiting a tendency to trust their answers and subsequently verify them.  (Conclusions)  Students with converging learning styles predominantly used imitative reasoning when solving probability problems.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  (Antecedentes)  Los estudiantes enfrentan varios desafíos al intentar resolver problemas de probabilidad, uno de los cuales se relaciona con el razonamiento sobre el escenario del problema dado. Este fenómeno puede surgir debido a variaciones en sus estilos de aprendizaje.  (Objetivo)  Por lo tanto, el presente estudio tuvo como objetivo examinar la capacidad de razonamiento de los estudiantes cuando se enfrentan a problemas de probabilidad, centrándose en aquellos con estilos de aprendizaje convergentes.  (Método)  Se empleó un método cualitativo, para el cual se invitó a dos estudiantes, con un estilo de aprendizaje convergente, a resolver tareas de razonamiento. En esta investigación se utilizaron tres instrumentos: cuestionario de estilo de aprendizaje, tareas de razonamiento matemático y entrevistas semiestructuradas. Los datos de la investigación se analizaron mediante la reducción y visualización de datos.  (Resultados)  Los hallazgos del estudio revelaron que, al resolver problemas de probabilidad, los convergentes (estudiantes con un estilo de aprendizaje convergente) aplicaron, principalmente, razonamiento imitativo, en el que mostraron una tendencia a: (1) articular de manera precisa y completa la información conocida de una pregunta e identificar correctamente la pregunta que se hace; (2) poseen una comprensión conceptual de la probabilidad, pero brindan explicaciones inexactas sobre las secuencias aritméticas. Aunque podían idear estrategias de resolución de problemas, su articulación carecía de precisión; (3) utilizar el concepto de probabilidad y emplear estrategias de resolución de problemas para resolver el problema dado y explicar los pasos necesarios para alcanzar la solución; (4) derivar respuestas a partir de estrategias de resolución de problemas y sacar conclusiones precisas, mostrando, a menudo, una tendencia a confiar en sus respuestas y, posteriormente, verificarlas. (Conclusiones) Los estudiantes con estilos de aprendizaje convergentes utilizaron predominantemente el razonamiento imitativo al resolver problemas de probabilidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  (Antecedentes)  Os alunos enfrentam vários desafios ao tentar resolver problemas de probabilidade, um dos quais está relacionado com o raciocínio sobre o cenário do problema em questão. Este fenômeno pode surgir devido a variações nos estilos de aprendizagem dos alunos.  (Objetivo)  Portanto, o presente estudo teve como objetivo examinar a capacidade de raciocínio dos alunos diante de problemas de probabilidade, com foco naqueles com estilos de aprendizagem convergentes.  (Método)  O presente estudo utilizou um método qualitativo, onde dois alunos com estilo de aprendizagem convergente foram convidados a resolver tarefas de raciocínio. Nesta pesquisa foram utilizados três instrumentos: questionário de estilo de aprendizagem, tarefas de raciocínio matemático e entrevistas semiestruturadas. Os dados da pesquisa foram analisados por meio de redução e visualização de dados.  (Resultados)  Os resultados do estudo revelaram que, na resolução de problemas de probabilidade, os convergentes (alunos com estilo de aprendizagem convergente) utilizaram principalmente o raciocínio imitativo, no qual apresentavam tendência a: (1) articular de forma precisa e completa as informações conhecidas de uma pergunta e identificar corretamente a pergunta que está sendo feita; (2) possuem uma compreensão conceitual de probabilidade, mas fornecem explicações imprecisas de sequências aritméticas. Embora pudessem conceber estratégias de resolução de problemas, a sua articulação carecia de precisão; (3) utilizar o conceito de probabilidade e empregar estratégias de resolução de problemas para resolver o problema em questão e explicar os passos necessários para chegar à solução; (4) obter respostas a partir de estratégias de resolução de problemas e tirar conclusões precisas, muitas vezes mostrando uma tendência a confiar nas suas respostas e, posteriormente, verificá-las.  (Conclusões)  Os alunos com estilos de aprendizagem convergentes usaram predominantemente o raciocínio imitativo ao resolver problemas de probabilidade.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[mathematical reasoning]]></kwd>
<kwd lng="en"><![CDATA[probability problem]]></kwd>
<kwd lng="en"><![CDATA[learning styles]]></kwd>
<kwd lng="es"><![CDATA[aprendiendo estilos]]></kwd>
<kwd lng="es"><![CDATA[razonamiento matemático]]></kwd>
<kwd lng="es"><![CDATA[problema de probabilidad]]></kwd>
<kwd lng="pt"><![CDATA[raciocínio matemático]]></kwd>
<kwd lng="pt"><![CDATA[problema de probabilidade]]></kwd>
<kwd lng="pt"><![CDATA[aprendendo estilos.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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