Caracterización de la memoria de trabajo, el estilo cognitivo y el rendimiento académico en matemáticas de estudiantes de 9-14 años, según su género y edad

Abstract

The purpose of this study was to characterize working memory, field dependence-independence cognitive style, and academic performance in mathematics of 87 students aged between 9 and 14 years, according to their gender and age. The study was carried out with an empirical-analytical approach, non-experimental cross-sectional design, descriptive level. Regarding gender, the results revealed that men and women presented a high academic performance in mathematics. In working memory, both genders were within the normal range for the phonological loop and the visuospatial agenda; however, slightly higher scores were observed in men. Regarding the field dependence-independence cognitive style, both genders were located at an intermediate field level. Regarding age, it was found that in the visual-spatial agenda, younger men obtained lower average scores, while in the phonological loop, 14-year-old boys obtained higher scores. Regarding cognitive style, an increase in scores was observed as age increased. Finally, regarding academic performance, it was found that children from 9 to 11 years old obtained a high academic performance on average, while the older ones obtained a basic performance. These findings suggest that both working memory and cognitive style may play a crucial role in academic performance in mathematics and could be determining factors in the differences observed in this area. Study limitations and suggestions for education are presented.