How Does Working Memory Capacity Affect Students' Mathematical Problem Solving?

Autor/inn/en	Anjariyah, Deka; Juniati, Dwi; Siswono, Tatag Yuli Eko
Titel	How Does Working Memory Capacity Affect Students' Mathematical Problem Solving?
Quelle	In: European Journal of Educational Research, 11 (2022) 3, S.1427-1439 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Anjariyah, Deka) ORCID (Juniati, Dwi) ORCID (Siswono, Tatag Yuli Eko)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Short Term Memory; Problem Solving; Mathematics Skills; Student Characteristics; High School Students; Mathematics Instruction; Word Problems (Mathematics); Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Problemlösen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathematics lessons; Mathematikunterricht; Textaufgabe; Ausland; Indonesien
Abstract	Problem-solving process requires information processing, and the information processing is related to working memory capacity (WMC). This study aims to determine the effect of WMC on students' mathematical abilities and to describe the ability of the students with high and low WMC in solving mathematical problems. This research used mixed method with Sequential Explanatory Design. The quantitative data were collected through the provision of OSPAN tasks and math tests to 58 students aged 15-17 years, while the qualitative data were collected through interviews based on mathematical problem-solving tasks. The results showed that WMC had a significant effect on students' mathematical abilities (R=0.536; p=0.000). Researchers found differences in students' mathematical problem-solving abilities with high and low WMC. Students with high WMC can remember and manage information well which supports the determination of more advanced problem-solving strategies and have better attention control so that they find varied appropriate solutions. Students with low WMC experienced decreased attention control as the complexity of the tasks increased, missed important information in problem solving strategies, and did not recheck their work, leading to wrong solution/answer. The mathematical performance of students with high WMC outperformed the mathematical performance of students with low WMC. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01