The effect of learning, type of problems and working memory capacity on mathematical ability

• Main Authors: Aqui, Anna Christina S., Chaves, Marivi M.
• Format: text
• Published: Animo Repository 2007
• Subjects: Mathematical ability; Learning; Memory; Problem solving; Psychology; Science and Mathematics Education
• Online Access: https://animorepository.dlsu.edu.ph/faculty_research/12531
• Institution: De La Salle University

The effects of type of learning, type of problem and working memory capacity on mathematical ability was investigated on thirty (30) child vendors and thirty (30) school children using a 2 X 3 X 3 factorial design. The child vendors were asked to answer orally fifteen word problems (five for each type of problem), then school children were matched according to age and gender and asked to answer the same set of word problems. Results of the study indicate that type of problem (p<.0001), level of working memory capacity (p<.0005), the interaction between type of learning and level of working memory capacity (p<.0005), the interaction between type of learning and level of working memory capacity (p<.0303), and type of learning and type of problem (p<.0103) has significant effects on mathematical ability. The findings suggest that mathematical ability of child vendors are not deficient or inferior to that of school children, rather it is merely different from school mathematics because of the context in which it is acquired and applied. From the results, it can be inferred that the level of working memory capacity affects mathematical ability. However, type of learning has no effect on mathematical ability. When it comes to interaction effects of the study, type of learning and type of problem affects mathematical ability. Moreover, type of learning and working memory capacity affects mathematical ability. On the other hand, type of problems and the level of working memory capacity does not affect mathematical ability. The findings further suggest that mathematical ability of child vendors are not deficient nor are their problem solving skills inferior to those of the school children. Their problem solving skills are different from those taught in school because the context in which these are acquired and applied are real and practical.