An Analysis of Students' Commognition with Low Working Memory Capacity in Solving Calculus Problems
An Analysis of Students' Commognition with Low Working Memory Capacity in Solving Calculus Problems

Summary/Abstract: Background/purpose. This study analyzes the commognition of students with low Working Memory Capacity (WMC) when solving calculus problems, particularly in integral material. Commognition, which merges cognition and communication, is explored through four indicators: keywords (stating knowns and unknowns), visual mediators (graphical representations), endorsed narratives (use of formulas and definitions), and routines (drawing conclusions). Understanding these indicators helps reveal the thinking patterns and communication breakdowns students experience in mathematical problem-solving. Materials/methods. This study employed a qualitative descriptive method involving 62 (20 men and 42 women) undergraduate students of mathematics education from a State Islamic University in Makassar, Indonesia. Two instruments used were the Complex Span Task (CST) to measure students' working memory capacity and the Calculus Problem Test (CPT) to evaluate problem-solving performance in Calculus, especially integral material. The instrument CST was modified by the researcher from the original instrument before use. Results. Students with low working memory capacity struggle to meet commognition indicators: determining what is known and asked (keywords), making graphs (visual mediators), applying formulas (endorsed narratives), and drawing conclusions (routines). These difficulties highlight significant cognitive impacts and the importance of tailored instructional strategies to support mathematical understanding. Conclusion. The study concludes that students with low WMC have difficulty in solving calculus problems, especially on integral material, namely difficulty in determining what is known and asked (keywords), making graphs (visual mediators), applying or using the correct formula (endorsed narratives), and drawing conclusions (routines). These difficulties emphasize the significant impact of limited WMC on both cognitive function and mathematical communication.

• Details
• Contents