<![CDATA[Purpose: This study examined the canonical relationship between learning styles and mathematical representation abilities among Mathematics Education students in the context of Complex Analysis. It also aimed to identify the learning-style dimension that contributed most strongly to the canonical function and determine which mathematical representation dimensions were most strongly associated with students’ learning styles.Method: A quantitative correlational design was employed involving 60 fourth-semester Mathematics Education students enrolled in a Complex Analysis course. Learning styles were examined through visual, auditory, and kinesthetic dimensions, while mathematical representation abilities comprised symbolic, visual, and verbal dimensions. Data were collected using a learning-style questionnaire and a mathematical representation assessment and analyzed using Canonical Correlation Analysis with IBM SPSS Statistics 27 after preliminary assumption testing.Findings: The analysis identified a strong dominant canonical relationship between the two variable sets, with the first canonical function yielding . A weaker but statistically significant second function was also identified ( ), whereas the third function contributed negligibly. Within the dominant function, kinesthetic (.753) and visual (.722) tendencies showed the strongest structure coefficients among learning styles. Symbolic representation (.902) contributed most strongly within the representation set, followed by visual (.831) and verbal (.788) representation.Significance: The findings demonstrate that learning styles and mathematical representation abilities are related through a multidimensional structure rather than simple one-to-one correspondences. The study supports multimodal and representation-rich instruction in Complex Analysis while positioning learning styles as flexible tendencies rather than fixed determinants of mathematical performance.]]>
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