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A working memory model applied to mathematical word problem solving

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Abstract

The main objective of this study is (a) to explore the relationship among cognitive style (field dependence/independence), working memory, and mathematics anxiety and (b) to examine their effects on students’ mathematics problem solving. A sample of 161 school girls (13–14 years old) were tested on (1) the Witkin’s cognitive style (Group Embedded Figure Test) and (2) Digit Span Backwards Test, with two mathematics exams. Results obtained indicate that the effect of field dependency, working memory, and mathematics anxiety on students' mathematical word problem solving was significant. Moreover, the correlation among working memory capacity, cognitive style, and students’ mathematics anxiety was significant. Overall, these findings could help to provide some practical implications for adapting problem solving skills and effective teaching/learning.

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Authors and Affiliations

  1. Faculty of Mathematical Sciences, Ferdowsi University of Mashhad, Mashhad, Iran

    Hassan Alamolhodaei

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  1. Hassan Alamolhodaei
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Correspondence to Hassan Alamolhodaei.

Appendix: Digits backward test (DBT)

Appendix: Digits backward test (DBT)

Directions—Start by saying:

Now I’m going to give another set of number, but this time there’s a complication. When I have finished saying each set of number, I want you write them down in reverse order. For example, if I say “719”, you would write down “917”.

Now, no cheating. Do not write from right to left. You listen carefully, turn the number over in your mind and write from left to right. Have you got that? Then let’s began.

SERIES:

figure b

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Alamolhodaei, H. A working memory model applied to mathematical word problem solving. Asia Pacific Educ. Rev. 10, 183–192 (2009). https://doi.org/10.1007/s12564-009-9023-2

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