Analyzing the middle school students’ working memory capacity, their mathematical ability, and the mathematical problem solving

Abstract

This study aims to determine the relationship among working memory capacity (WMC) and students' mathematical ability, then to describe the high and low students' working memory capacity in solving mathematical problems. This research mixed method uses the Sequential Explanatory Design (SED) model with the research sample are 52 students of 13-14 years old. Instruments of research are OSPAN task, the mathematical test, and a mathematical problem-solving task. Technique of data analysis used quantitative and qualitative method. The results point out that there was a significant positive relationship between working memory capacity and students' mathematical ability (R = 0.51 and P = 0.00011). Students with the high working memory capacity tend to be quick to understand problems and implement a solution plan, their written completion steps are quite simple, and they have other strategies for solving problems. Students with low working memory capacity tend to take longer to understand the problem and need more time to implement the solution plan, and do not have other strategies to solve the problem.