Buaddin Hasan, Dwi Juniati, Masriyah
The mixed methods research reported in this article examined the relationship between differences in working memory capacity (WMC) and problem-solving and creative reasoning of 30 prospective mathematics teachers. WMC data were obtained using an OSPAN test instrument, and creative reasoning data were obtained using a problem-solving test. Quantitative data were analysed using linear regression. The qualitative data analysis process was conducted through data condensation, which involved selecting and presenting simpler data, labelling transcriptions, and coding. The validity of the findings was validated through data triangulation, which assessed data consistency. The research showed that WMC influences mathematical problem-solving, which obtained a significant positive correlation between the two variables. The prospective mathematic teachers with high WMC were more creative and flexible in creating problemsolving strategies compared to prospective mathematic teachers with low WMC. They also remembered more information and had better management in solving problems, using advanced strategies and finding appropriate problem solutions. In contrast, prospective mathematic teachers with low WMC were not as good at remembering and managing information, identifying missing vital information from problems, and using imperfect problem-solving strategies. In addition, they experience decreased cognitive performance when solving more complex problems, resulting in less appropriate problem-solving solutions. © 2025 Mathematics Education Research Group of Australasia, Inc.
STKIP PGRI Bangkalan, Indonesia; Universitas Negeri Surabaya, Indonesia
