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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)
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Exploring the relationship between cognitive thinking style, working memory, and arithmetic fluency: a gender-based

Naima Nigar1, Marufa Neelima2, Nuzhat Ahmad3

  • 1Department of Psychology, University of Dhaka, Dhaka, 1000, Bangladesh. naima.nigar@du.ac.bd.

Cognitive Processing
|June 15, 2026
PubMed
Summary
This summary is machine-generated.

This study reveals gender differences in how cognitive thinking styles (CTS) and working memory affect math skills. Males

Keywords:
Arithmetic fluencyCognitive thinking stylesGenderWorking memory

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology

Background:

  • Cognitive thinking styles (CTS) are individual differences in how people approach problems.
  • Two distinct styles, 'Inchworm' (methodical, step-by-step) and 'Grasshopper' (intuitive, holistic), have been identified.
  • Understanding these styles' impact on academic performance, particularly in mathematics, is crucial for effective pedagogy.

Purpose of the Study:

  • To investigate the gender-specific relationship between cognitive thinking styles (CTS) and arithmetic fluency.
  • To control for the influence of working memory in this relationship.
  • To explore potential gender differences in cognitive styles and arithmetic abilities among adolescents.

Main Methods:

  • A sample of 290 students (143 males, 147 females) from grades IX and X in Dhaka, Bangladesh, participated.
  • Cognitive thinking styles (Inchworm and Grasshopper) and arithmetic fluency were assessed.
  • Working memory capacity was measured as a covariate using hierarchical regression analyses.

Main Results:

  • Males exhibited more Grasshopper-style thinking and higher arithmetic fluency than females.
  • Females demonstrated superior working memory capacity compared to males.
  • For males, CTS significantly predicted arithmetic fluency, independent of working memory.
  • For females, only working memory significantly predicted arithmetic fluency; CTS did not.

Conclusions:

  • The study highlights gender-specific pathways linking cognitive thinking styles and working memory to arithmetic fluency.
  • These findings suggest that cognitive thinking styles play a direct role in mathematical performance for males.
  • Working memory appears to be a more critical factor for arithmetic fluency in females, irrespective of their thinking style.
  • The results underscore the need for differentiated instructional strategies in mathematics education to cater to gender-specific cognitive profiles.