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Abstract

This study aims to examine the effect of applying the Concrete Representational Abstract (CRA) approach to mathematical literacy ability in the one variable linear equations system in terms of students’ cognitive styles. The data methods were test and questionnaire, test of mathematical literacy ability is used to collect students’ mathematical literacy ability and the VVQ questionnaire is used to collect students’ cognitive style. Furthermore, the data were analysed with two-way analysis of variance. The results of the analysis showed that the learning approach and cognitive style simultaneously had influenced the students' mathematical literacy. Mathematical literacy ability of students with verbalizer and visualizer cognitive style who followed learning with CRA learning approach were significantly higher than the mathematical literacy ability of students who followed conventional learning. In term of cognitive style, students with verbalizer cognitive style who followed learning with CRA learning approach had higher mathematical literacy ability than students with cognitive visualizer style who followed conventional learning.

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