Math Learner Type Survey (Extented MLSCPI) for High School or Above

1-1. When learning a new math concept, I understand it best if:

I excel when I can see diagrams, graphs, or other visual aids that explain the concept. I prefer when someone explains the concept aloud or when I participate in discussions. I thrive when I can read detailed instructions, textbooks, or take notes. I learn best by physically interacting with tools, objects, or activities. I understand better when I can combine inputs like touch, sound, and visuals simultaneously. I express my understanding by using physical actions, tools, or demonstrations.

1-2. I find it easier to retain information when:

Seeing the information presented through diagrams, charts, or videos helps me retain it better. Hearing the material explained in a lecture or discussion makes it easier to understand and remember. Reading detailed explanations or writing notes by hand helps me process and store the information effectively. Actively working with tools or writing out equations helps me learn and remember concepts. Combining sensory inputs, such as seeing, touching, and interacting with models, enhances my ability to retain the material.

1-3. My ideal study session includes:

Reviewing charts, maps, or other visual aids to understand concepts. Talking about the material out loud or listening to audio recordings related to the topic. Reading textbooks and creating detailed notes to organize and solidify my understanding. Actively solving problems on paper, working with physical models, or experimenting with tools to explore the material. Using a mix of sensory inputs, such as manipulating objects while listening to explanations, for a deeper learning experience.

1-4. In a math class, I feel most engaged when the teacher:

Uses slides, charts, or other visual aids during explanations. Provides verbal explanations and facilitates discussions. Offers written notes or reading assignments to clarify topics. Incorporates interactive, hands-on problem-solving activities. Blends visual, auditory, and tactile learning methods.

1-5. When tackling a challenging math problem, I prefer:

Sketching out diagrams or visualizing the solution. Discussing the problem with someone or listening to step-by-step guidance. Reading about similar problems and writing out the solution process. Physically working through the steps or using tools to experiment. Combining sensory methods, like using manipulatives while discussing the steps.

2-1. When solving math problems, I prefer to:

Prefer step-by-step logical processes. Grasp concepts better through broader contexts. Excel in systematic reasoning and solving logical patterns. Rely on visualizing shapes and spatial relationships. Analyze tasks carefully before acting. Learn dynamically through trial-and-error.

2-2. I find it easier to understand math concepts when:

The material is broken into small, logical steps. The concept is connected to real-world applications or overarching themes. Logical patterns and reasoning are emphasized. I can visualize the concept using graphs or diagrams. I have time to reflect and plan before solving problems. I can engage hands-on and explore solutions through experimentation.

2-3. My learning process improves when:

Tasks are structured in a clear and logical order. I can see how each concept connects to a bigger picture. Patterns and logical reasoning are highlighted. I create visual representations like diagrams or sketches. I have time to review and assess my methods. I learn through active participation and trying out different approaches.

2-4. When collaborating in a group setting, I prefer to:

Organize and guide the team through a step-by-step process. Discuss how the task fits into a broader context. Focus on logical reasoning to solve the problem. Present ideas using charts, graphs, or visual aids. Observe and think critically before contributing to the discussion. Experiment with potential solutions during the collaboration.

2-5. I feel more confident solving math problems when:

Steps are clearly laid out for me to follow sequentially. I understand how the problem connects to real-life applications. Logical analysis is emphasized throughout the task. I use visual tools like graphs or spatial layouts to map the solution. I have time to carefully consider each step before proceeding. I actively engage with the problem and learn by doing.

3-1. I feel most comfortable in a learning environment that:

Thrive in self-paced and individual work. Excel in group settings with cooperative strategies. Benefit from peer and teacher interactions. Prefer quiet, focused, and individualized environments. Engage deeply with tasks involving moral reasoning or social justice. Learn effectively through gamified or playful activities.

3-2. When working on a group project, I prefer:

Contributing independently and presenting my own ideas. Sharing and developing ideas collectively with the group. Interacting with team members and sharing responsibilities equally. Focusing on my part of the project in a distraction-free setting. Ensuring the project reflects fairness or addresses moral questions. Making the project enjoyable through creativity and humor.

3-3. During class discussions, I feel more engaged when:

I can listen and think independently without being forced to contribute. Everyone has the chance to participate and share their opinions. The discussion is lively, and I can interact with both peers and the teacher. The discussion allows quiet moments for reflection and personal thought. The topic includes moral, ethical, or real-world dilemmas to solve. The discussion has a fun and interactive element to it.

3-4. When studying for an exam, I feel more productive if:

I work alone and focus on my own understanding. I review material with a study group and learn from others. I discuss the material with peers or ask the teacher for guidance. I study in a quiet space without distractions. I relate the material to real-world or ethical contexts to make it meaningful. I create games or puzzles to make studying fun.

3-5. My favorite type of classroom activity is:

Individual problem-solving tasks or self-paced exercises. Group activities or cooperative challenges. Interactive lessons where I can discuss ideas with others. Independent research or quiet study sessions. Debates or projects addressing societal or ethical issues. Games, simulations, or creative activities.

4-1. When motivated, I perform best if:

Driven by rewards like grades or recognition. Motivated by curiosity and personal interest. Require quick corrections to enhance learning. Prefer time for reflection before receiving feedback. Strongly focused on achieving specific milestones.

4-2. I feel most motivated to complete a task when:

There is a tangible reward, such as praise, grades, or incentives. I find the task interesting or personally meaningful. The task is aligned with my long-term goals or milestones.

4-3. When receiving feedback, I prefer:

Immediate feedback so I can correct mistakes right away. Feedback after some time, allowing me to reflect on my work first.

4-4. I feel more confident in my learning when feedback:

Highlights what I did right or wrong immediately. Provides detailed insights after a period of self-assessment. Aligns with my progress toward achieving a specific goal.

4-5. When starting a new project, I feel more motivated if:

There is recognition or a reward for completing it successfully. I am curious about the project and eager to explore it for personal growth. The project is tied to a specific milestone or long-term objective.

4-6. I find it easier to focus on a task when:

There is an external incentive to complete the task. The task aligns with my personal interests or curiosity. I receive real-time updates on my progress.

4-7. My ideal learning environment provides:

Immediate responses to questions or completed work. Opportunities to reflect and analyze before receiving feedback. Clear objectives that keep me on track toward milestones.

5-1. I adapt best in an environment where:

Thrive in hybrid environments combining digital and in-person tools. Prefer stable and predictable formats. Comfortable in both flexible and consistent environments. Influenced by cultural contexts and responsive teaching.

5-2. When switching between learning formats (e.g., online to in-person), I feel:

Comfortable and engaged with the variety of tools and methods available. Overwhelmed and prefer consistency in the format throughout. Confident as long as the change matches the learning objectives. Engaged if the content incorporates culturally relevant examples.

5-3. My ideal math class includes:

A mix of digital tools, like videos or apps, and in-person activities. Consistent teaching methods, tools, and materials throughout. Flexibility to adjust methods and tools as needed for the topic. Content and discussions that reflect diverse cultural perspectives.

5-4. When learning a new concept, I feel more confident if:

I can access multiple formats, such as video lectures, hands-on activities, and digital resources. The teaching format and tools remain the same throughout the topic. The teaching method adapts to the complexity of the concept. The examples and teaching styles are inclusive of diverse cultural contexts.

5-5. During group work or collaborative projects, I perform best when:

We use a combination of digital tools and traditional methods. The project structure and tools are stable and predictable. The project allows for flexibility in approach and tools. The project includes opportunities to explore cultural perspectives or examples.

5-6. When preparing for a math test, I feel more engaged if:

I can use a combination of online resources, written notes, and study groups. The preparation methods are aligned with the teaching format used in class. I can adapt my preparation style based on the content and test format. The test preparation includes context and examples relevant to my cultural background.

5-7. I feel more productive in a hybrid learning environment (e.g., online and in-person) when:

I can easily transition between digital tools and face-to-face interactions. The format is clearly structured and doesn't change frequently. The methods and tools adapt to the content being taught. The content reflects inclusive cultural examples and approaches.

6-1. When explaining a math solution, I prefer to:

Prefer explaining ideas aloud. Excel in writing and creating visual representations. Learn best through unstructured, inquiry-based exploration. Engage deeply with digital tools and simulations.

6-2. When preparing a presentation, I am more confident if:

I can explain the content verbally to an audience. I use written outlines, charts, or diagrams to convey ideas. I explore different approaches and integrate them into my presentation. I utilize digital tools like slideshows, animations, or simulations.

6-3. When collaborating in a group, I prefer to:

Lead discussions and explain ideas verbally to the group. Take notes or create visual aids like charts and graphs for the team. Experiment with different strategies or methods for the project. Leverage digital tools or software to enhance group understanding.

6-4. My preferred method of expressing mathematical concepts is:

Explaining the steps and reasoning verbally. Writing equations, creating diagrams, or using detailed written explanations. Exploring the concept through examples and multiple approaches. Demonstrating solutions with the help of digital tools and simulations.

6-5. When studying new math concepts, I find it most helpful to:

Discuss the concept with a peer or teacher and explain it out loud. Take notes, write step-by-step explanations, or create visual summaries. Experiment with different examples and methods to fully understand it. Use interactive simulations or software to explore the concept in depth.

6-6. During a math project, I contribute most effectively by:

Explaining our work verbally during presentations or group discussions. Preparing written reports, charts, or diagrams to summarize findings. Testing out different methods and ideas to improve the project. Incorporating digital tools or technology to enhance the project.

6-7. I best retain math concepts when I:

Talk through problems and solutions with others. Write detailed notes or draw diagrams to visualize the process. Explore and experiment with various methods to understand the concept. Use technology-based learning tools like apps or interactive models.

7-1. I feel most engaged when:

Thrive on challenging tasks that push abilities. Benefit from scaffolded instruction and guidance. Excel with external frameworks and collaboration. Prefer self-direction and unstructured tasks.

7-2. When faced with a complex math problem, I:

Prefer problems that require critical thinking and push my limits. Feel more comfortable if the problem is broken into manageable steps. Work better when I have clear guidelines or can collaborate with others. Prefer exploring solutions on my own without much guidance.

7-3. I am most productive in math when:

The task is challenging and slightly beyond my current abilities. I have access to examples and structured support to guide me. I can rely on external resources like peers, tools, or frameworks. The task allows me the freedom to approach it in my own way.

7-4. My preferred learning experience includes:

Solving problems that require innovative and out-of-the-box thinking. Learning materials that offer step-by-step instructions and guidance. Opportunities to collaborate with classmates or use external resources. Tasks that allow me to work independently and make my own decisions.

7-5. When preparing for a math test, I:

Practice with questions that are more difficult than what might appear on the test. Focus on understanding examples and replicating them step-by-step. Prefer studying with peers or using structured review materials. Design my own study plan and focus on solving problems independently.

7-6. In a classroom setting, I feel more confident when:

The teacher challenges me with problems that encourage growth and resilience. The teacher provides detailed examples and explains each step thoroughly. I have access to collaboration opportunities or predefined frameworks. I am allowed to explore problems and concepts independently.

7-7. When learning something new, I prefer:

Tasks that push me to think critically and problem-solve creatively. Tasks that offer clear guidance and support for each part of the process. Structured tasks with opportunities for collaboration or external input. Open-ended tasks that allow for self-exploration and flexibility.

8-1. When reflecting on my learning, I prefer:

Prefer regular quizzes and incremental assessments. Excel in long-term evaluation methods. Perform well with consistent test formats. Prefer creative and reflective assessments.

8-2. When preparing for assessments, I feel most confident when:

I have access to frequent quizzes and smaller practice tasks. The material covers broad and cumulative knowledge. The assessment format is predictable and structured. The assessment allows for creativity and open-ended responses.

8-3. During assessments, I perform best when:

The assessment includes frequent check-ins or incremental feedback. I can demonstrate my understanding across a wide range of topics. The test structure is clear, consistent, and familiar to me. I am allowed to express my reasoning and ideas creatively.

8-4. After an assessment, I find it most helpful to:

Receive immediate feedback to improve incrementally. Reflect on my performance across the entire course material. Review consistent criteria and clear scoring guidelines. Discuss my creative solutions and thought processes.

8-5. My ideal learning assessment would involve:

Regular, short quizzes to track my progress over time. A comprehensive exam that evaluates my overall understanding. A structured test with a predictable format and clear instructions. A creative project or open-ended tasks that reflect my reasoning and creativity.

8-6. When studying for a test, I prefer:

Solving practice problems and receiving immediate feedback. Reviewing cumulative materials to prepare for broader questions. Practicing under consistent conditions similar to the actual test. Exploring creative problems and reflecting on their solutions.