MLSCPI Survey

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I can see diagrams, graphs, or visual representations.

Example: When learning about the slope of a line, I understand it best when I see the graph of the line and how the rise and run relate to the slope formula.

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Someone explains it verbally or I can listen to discussions.

Example: If a teacher explains how to solve quadratic equations step-by-step aloud or discusses why the quadratic formula works during a classroom discussion, it helps me understand better.

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I can read detailed explanations or written instructions.

Example: I learn best when I read a step-by-step explanation in the textbook about how to calculate the area of a triangle or review written notes that break down the process.

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I work with physical objects or use manipulatives.

Example: When learning about fractions, using fraction tiles to physically represent 1/2 and 1/4 helps me see how they combine to make 3/4.

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I use multiple senses, like touch, sound, or visuals.

Example: While learning geometry, using a ruler to measure shapes (touch), listening to explanations about angles (sound), and drawing diagrams (visuals) all together make the concept clearer.

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Use step-by-step logical processes.

Example: When solving a system of equations, I like to methodically eliminate variables using substitution or elimination, following each step in order.

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Grasp concepts in broader contexts.

Example: I understand how the Pythagorean Theorem applies better when I see it used in real-world situations, like determining the diagonal distance across a park.

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Excel in systematic reasoning and solving logical patterns.

Example: When working on sequences, I enjoy identifying the logical pattern (e.g., arithmetic or geometric) and applying it to predict future terms.

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Rely on visualizing shapes or diagrams.

Example: While learning about angles, I prefer drawing or looking at diagrams of intersecting lines to see how complementary and supplementary angles are related.

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Analyze tasks carefully before acting.

Example: Before solving a word problem, I take time to outline what is given and what is needed, ensuring I fully understand the problem before attempting a solution.

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Learn dynamically through trial-and-error.

Example: When factoring quadratic equations, I test different combinations of numbers to find the factors that work, adjusting my approach as I go.

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Allows self-paced individual work.

Example: I enjoy working through math problems at my own speed, such as completing online modules that let me review lessons or skip ahead based on my understanding.

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Encourages group cooperation.

Example: I like collaborating with classmates to solve a challenging geometry problem, where we each contribute ideas and work together to find the solution.

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Supports peer and teacher interaction.

Example: I feel more engaged when I can ask my teacher clarifying questions and discuss concepts with my classmates during problem-solving activities.

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Promotes quiet, focused work.

Example: I prefer working independently on a set of algebra problems in a quiet classroom where I can focus without distractions.

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Includes moral or social justice tasks.

Example: I enjoy applying math to real-world issues, such as using statistics to analyze income inequality or create proposals for community improvement.

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Makes learning fun and gamified.

Example: I like participating in math games or competitions, such as solving equations to earn points or completing puzzles within a time limit.

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Driven by rewards like grades or recognition.

Example: I work harder when there’s a chance to earn a high grade or receive a certificate of achievement for solving a set of complex math problems.

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Motivated by curiosity and personal interest.

Example: I enjoy exploring math concepts like Fibonacci sequences because I find them fascinating and want to understand how they appear in nature.

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Require quick corrections to enhance learning.

Example: I feel more confident when my teacher immediately points out an error in my algebra steps so I can correct it before moving on.

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Prefer time for reflection before receiving feedback.

Example: After solving a calculus problem, I like to review my approach independently before discussing the solution or receiving feedback from my teacher.

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Strongly focused on achieving specific milestones.

Example: I set a goal to master trigonometric identities by the end of the week and create a checklist to track my progress.

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Thrive in hybrid environments combining digital and in-person tools.

Example: I enjoy using interactive geometry software to explore angles during class and then applying that knowledge to solve real-world problems on paper at home.

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Prefer stable and predictable formats.

Example: I perform better when my math class follows a consistent routine, like starting with a review, introducing new material, and ending with practice problems daily.

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Comfortable in both flexible and consistent environments.

Example: I can switch between self-paced online modules and structured group discussions in class, adapting to the format based on the task at hand.

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Influenced by cultural contexts and responsive teaching.

Example: I feel engaged when my teacher includes culturally relevant examples, like using traditional patterns to explain symmetry or discussing math concepts in global contexts.

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Explain ideas aloud.

Example: When solving a geometry problem, I prefer explaining my reasoning step-by-step to a peer or teacher, describing how I calculated angles and identified relationships between shapes.

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Write and create visual representations.

Example: While solving a quadratic equation, I enjoy writing out each step and creating a graph to visually represent the solutions and verify my calculations.

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Use unstructured, inquiry-based exploration.

Example: I like experimenting with different methods to solve a word problem, such as trying multiple equations or testing solutions until I find the most efficient approach.

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Use digital tools and simulations.

Example: I enjoy using graphing software or interactive math apps to explore how changing variables in a function affects its graph.

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Thrive on challenging tasks that push abilities.

Example: I feel energized when solving advanced-level algebra problems that require critical thinking and multiple steps to find the solution.

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Benefit from scaffolded instruction and guidance.

Example: I enjoy tackling geometry proofs when the teacher provides hints or initial steps, helping me build confidence to complete the rest on my own.

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Excel with external frameworks and collaboration.

Example: I perform best when working on a group project where everyone contributes ideas, and a clear outline of roles and steps ensures we stay on track.

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Prefer self-direction and unstructured tasks.

Example: I like exploring a complex math topic, such as probability, by creating my own experiments and deriving formulas without strict guidelines.

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Regular quizzes and incremental assessments.

Example: I like taking weekly quizzes on topics like fractions and decimals to track my progress and identify areas where I need more practice.

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Long-term evaluation methods.

Example: I perform well when preparing for a cumulative final exam that covers all algebra topics from the semester, allowing me to showcase my overall

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Consistent test formats.

="margin-left:50px">Example: I feel confident tackling standardized test-style problems because the predictable format helps me focus on solving equations rather than worrying about new instructions.

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Creative and reflective assessments.

Example: I enjoy creating a math project, such as designing a budget plan using percentages, which allows me to apply concepts in a practical and innovative way.

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I study early in the morning.

Example: I like solving complex calculus problems early in the morning when my mind feels fresh and there are minimal distractions.

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I study in the afternoon.

Example: I prefer working on geometry assignments in the afternoon, as I feel more energetic and focused after lunch.

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I study in the evening.

Example: I enjoy reviewing algebra concepts in the evening when I have quiet time and can fully concentrate without interruptions.

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I can study at any time of the day.

Example: Whether it’s solving statistics problems in the morning or practicing word problems at night, I adapt my study schedule to fit the day’s demands.

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My study sessions are short and focused.

Example: I spend 25 minutes working on trigonometry problems, then take a short break before starting a new topic.

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My study sessions are long and uninterrupted.

Example: I dedicate two hours to thoroughly study calculus, reviewing formulas and solving multi-step problems without any interruptions.

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I take frequent breaks during study sessions.

Example: After solving five algebra problems, I take a 10-minute break to stretch or grab a snack before continuing.

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I switch between different tasks to stay engaged.

Example: I alternate between reviewing geometry concepts and solving practice problems in algebra to keep my focus sharp.

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The environment is calm and stress-free.

Example: I solve math problems more effectively in a quiet library where I can focus without distractions or time constraints.

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I work under pressure or tight deadlines.

Example: I complete a challenging set of equations just before a test, motivated by the urgency of the upcoming deadline.

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The environment is supportive and encouraging.

Example: I excel in solving word problems when my teacher provides positive feedback and my peers are encouraging during group discussions.

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I work independently without external pressure.

Example: I study geometry at my own pace at home, free from interruptions or strict time requirements.

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Encourage creativity and original thinking.

Example: Designing a unique geometric pattern for a math art project, where I can apply my understanding of symmetry and transformations.

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Require analytical and logical reasoning.

Example: Solving a complex algebraic proof step-by-step, ensuring each calculation follows logically from the previous one.

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Involve real-world problem-solving.

Example: Calculating the amount of paint needed to cover the walls of a room, using surface area and unit conversion.

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Allow for exploration and experimentation.

Example: Using graphing software to explore how changing coefficients in a quadratic equation affects the shape of its graph.

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Prefer taking a leadership role and guiding the group to achieve success.

Example: Leading a group project on analyzing statistical data, delegating roles, and ensuring the final report is cohesive and completed on time.

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Excel in supporting others by helping with smaller tasks and ensuring smooth collaboration.

Example: Organizing resources and summarizing data during a group project on geometry applications, ensuring the team stays on track.

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Enjoy brainstorming and contributing innovative solutions to group projects.

Example: Suggesting creative ways to visualize data trends, such as using infographics, during a project on population growth analysis.

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Work best by focusing independently on assigned portions within the group.

Example: Taking responsibility for writing the mathematical explanations in a group report while other members handle presentations or visualizations.

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