School is a space where learning mathematics should be accompanied by the student’s preferences; however, its valuation in the classroom is not necessarily the same. From a quantitative approach, we ask from the mathematical thinking styles (MTS) theory about the correlations between preferences of certain MTS and mathematical performance. For this, a valid test instrument and a sample of 275 16-year-old Chilean students were used to gain insight into their preferences, beliefs and emotions when solving mathematical tasks and when learning mathematics. The results show, among other things, a clear positive correlation between mathematical performance and analytical thinking style, and also evidence the correlation between self-efficacy, analytical thinking and grades. It is concluded that students who prefer the analytical style are more advantageous in school, since the evaluation processes have a higher valuation of analytic mathematical thinking.

中文翻译：

---

数学思维方式——分析型思维者在学习数学时的优势

学校是一个空间，学习数学应该伴随学生的喜好；然而，它在课堂上的估值不一定相同。从定量方法中，我们从数学思维风格 (MTS) 理论中询问某些 MTS 的偏好与数学表现之间的相关性。为此，使用有效的测试工具和 275 名 16 岁智利学生的样本来深入了解他们在解决数学任务和学习数学时的偏好、信念和情绪。结果表明，除其他外，数学成绩与分析思维方式之间存在明显的正相关，也证明了自我效能感、分析思维和成绩之间的相关性。