The Limits of Cognitive Preferences: How Gender and Conceptual Understanding Shape Mathematical Representations

This study aims to describe the profile of students' mathematical representations across visual, symbolic, and verbal aspects, and to examine visualist and verbalist cognitive styles from a gender perspective. A descriptive qualitative approach was used. Four students were purposively selected, consisting of male and female students with visualist and verbalist cognitive styles from a public high school. The instrument used was the Object-Spatial and Verbal Imagery Questionnaire (OSIVQ) to class