Buaddin Hasan, Dwi Juniati, Masriyah
This study examines the impact of working memory capacity and mathematics anxiety on the creative reasoning of prospective mathematics teachers, highlighting how these cognitive factors shape problem-solving processes. This research used a mixed-method sequence explanatory method with a sample size of 60 people for quantitative research, and four people were selected with high working memory capacity and different levels of anxiety. The quantitative phase employed multiple linear regression to assess the impact of working memory and anxiety on creative reasoning. The qualitative phase involved thematic analysis of problem-solving approaches among selected participants. To validate the consistency of the findings, the researcher uses the time triangulation method. It was found that working memory capacity and mathematics anxiety influenced the creative reasoning of prospective mathematics teachers in solving problems. Prospective mathematics teachers with high working memory capacity demonstrate flexibility and fluency in generating new ideas, can connect known mathematical concepts and provide logical arguments to support the truth of the ideas created. However, high and low levels of mathematics anxiety interfere with cognitive performance, causing a loss of focus in solving more complex problems and not providing arguments for the ideas created. © 2025, City University of New York. All rights reserved.
State University of Surabaya, Indonesia
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