Mathematical reasoning of prospective mathematics teachers in solving problems based on working memory capacity differences

Abstract

This study aims to investigate algorithmic reasoning and creative reasoning of prospective mathematics teachers in solving problems. This research is a qualitative research. The research subjects are prospective mathematics teachers with high working memory capacity (HWMC) and low working memory capacity (LWMC). Based on the results on algorithmic reasoning, it is known that for subjects with HWMC using algorithms to solve the given problems. While subjects with LWMC using sum and multiplication rules to solve the given problems. On creative mathematical reasoning it is known that for subjects with HWMC using a novel strategy, providing predictive and verification reasons for the selection of strategies, and providing convincing reasons accordance with the intrinsic mathematical properties. While subjects with low memory capacity had difficulty providing a verification reason and the reason that the way of solving was in accordance with the intrinsic mathematical properties.