<![CDATA[Problem-solving requires multiple cognitive skills, including creative reasoning, which enables individuals to generate diverse strategies. Conversely, math anxiety, as an affective factor in mathematics learning, can hinder cognitive performance during problem solving. This study aims to describe the creative reasoning process of prospective mathematics teachers with high and low working memory capacity (WMC) who exhibit low mathematics anxiety when solving mathematical problems. This descriptive exploratory study uses a qualitative approach. The researcher served as the main instrument, supported by a Mathematics Ability Test, a Working Memory Capacity Test (OSPAN Task), a Mathematics Anxiety Test, a Mathematics Problem Solving Task, and interview guidelines. Data were analyzed through data condensation, data display, and conclusion drawing. The findings show that students with high WMC demonstrate creative reasoning by identifying problems, connecting prior concepts, and generating strategies supported by logical arguments. Meanwhile, students with low WMC develop strategies through trial-and-error, lack confidence, and exhibit conceptual weaknesses. The findings suggest that differences in WMC may be associated with differences in the quality of creative reasoning under low mathematics anxiety conditions, offering preliminary pedagogical implications for mathematics teacher education, particularly the need for instructional strategies that support working memory and foster confident, conceptually grounded creative reasoning.]]>
Copyrights © 2026
