EXPLORING THE ROLE OF WORKING MEMORY AND COGNITIVE LOAD IN MATHEMATICS LEARNING : A SYSTEMATIC LITERATURE REVIEW
DOI:
10.54443/morfai.v6i1.4513Published:
2025-12-10Downloads
Abstract
This study aims to explore the role of working memory and cognitive load in mathematics learning through a Systematic Literature Review (SLR) approach. This review was conducted to obtain a comprehensive understanding of how working memory capacity and cognitive load management influence mathematical thinking processes, conceptual understanding, and problem-solving performance. The SLR procedure refers to the PRISMA 2020 guidelines, which include the stages of identification, screening, eligibility, and inclusion. Article searches were conducted through the Scopus and Springer Nature Link databases, covering publications from 2015 to 2025. From the articles identified, six met the inclusion criteria and were analyzed thematically. The findings show that visuo-spatial working memory has a significant relationship with mathematical ability, particularly in the development of symbolic representation and problem-solving skills. Additionally, learning effectiveness is strongly influenced by instructional design that manages cognitive load, where strategies such as worked examples, scaffolding, and question-asking have been shown to reduce excessive cognitive load. This review highlights the importance of instructional approaches that consider students’ working memory capacity and cognitive load regulation in order to achieve optimal mathematical understanding.
Keywords:
Working Memory, Cognitive Load, Mathematics LearningReferences
Alin Sholihah, D. (2022). Strategi Pembelajaran Matematika Berdasarkan Cognitive Load Theory untuk Meminimalkan Extraneous Cognitive Load. EQUALS Jurnal Ilmiah Pendidikan Matematika, 5(1), 13–23.
Allen, K., & Giofrè, D. (2021). A distinction between working memory components as unique predictors of mathematical components in 7–8 year old children. Educational Psychology, 41(6), 678–694. https://doi.org/10.1080/01443410.2020.1857702
Allen, K., Higgins, S., & Adams, J. (2019). The Relationship between Visuospatial Working Memory and Mathematical Performance in School-Aged Children: a Systematic Review. Educational Psychology Review, 31(3), 509–531. https://doi.org/10.1007/s10648-019-09470-8
Anjariyah, D., Juniati, D., & Siswono, T. Y. E. (2020). Kapasitas Memori Kerja (KMK) dalam Pemecahan Masalah Matematika. MAJAMATH: Jurnal Matematika Dan Pendidikan Matematika, 3(1), 82–92. https://doi.org/10.36815/majamath.v3i1.643
Betty, T., & Mohamad Nasri, N. (2023). A Systematic Review of 21st Century Teaching and Learning Interest in Mathematics Using PRISMA. International Journal of Academic Research in Progressive Education and Development, 12(3), 787–808. https://doi.org/10.6007/ijarped/v12-i3/18709
Finell, J., Sammallahti, E., Korhonen, J., Eklöf, H., & Jonsson, B. (2022). Working Memory and Its Mediating Role on the Relationship of Math Anxiety and Math Performance: A Meta-Analysis. Frontiers in Psychology, 12(January), 1–14. https://doi.org/10.3389/fpsyg.2021.798090
Fukaya, T., Nakamura, D., Kitayama, Y., & Nakagoshi, T. (2025). A systematic review and meta-analysis of research on mathematics and science pedagogical content knowledge: Exploring its associations with teacher and student variables. In Teaching and Teacher Education (Vol. 155). Elsevier Ltd. https://doi.org/10.1016/j.tate.2024.104881
He, X., Ren, M., & Ren, Y. (2025). The impact of mathematical anxiety and working memory on children’s approximate number system and the n-back training effect. Acta Psychologica, 260(September), 105330. https://doi.org/10.1016/j.actpsy.2025.105330
Ji, Z., & Guo, K. (2023). The association between working memory and mathematical problem solving: A three-level meta-analysis. Frontiers in Psychology, 14(March), 1–13. https://doi.org/10.3389/fpsyg.2023.1091126
Kurniawati, R. P., Hadi, F. R., & Rulviana, V. (2018). PENGEMBANGAN MULTIMEDIA PEMBELAJARAN BERBASIS COGNITIVE LOAD THEORY (CLT) PADA MATERI VOLUME KUBUS DAN BALOK DI SEKOLAH DASAR. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 7(2), 314. https://doi.org/10.24127/ajpm.v7i2.1521
Lavy, I., & Shriki, A. (2023). On Reading Mathematical Texts, Question-Asking and Cognitive Load. Education Sciences, 13(7). https://doi.org/10.3390/educsci13070678
Macchitella, L., Tosi, G., Romano, D. L., Iaia, M., Vizzi, F., Mammarella, I. C., & Angelelli, P. (2023). Visuo-Spatial Working Memory and Mathematical Skills in Children: A Network Analysis Study. Behavioral Sciences, 13(4). https://doi.org/10.3390/bs13040294
Mengyao, H., Ismail, Z., Ismail, N., & Xueting, H. (2025). Attention, relevance, confidence, and satisfaction motivation model in mathematics education: a systematic literature review. International Journal of Evaluation and Research in Education, 14(2), 1506–1517. https://doi.org/10.11591/ijere.v14i2.31597
Menon, V. (2016). Working memory in children’s math learning and its disruption in dyscalculia. Current Opinion in Behavioral Sciences, 10, 125–132. https://doi.org/10.1016/j.cobeha.2016.05.014
Mohamed, R., Ghazali, M., & Samsudin, M. A. (2020). A Systematic Review on Mathematical Language Learning Using PRISMA in Scopus Database. Eurasia Journal of Mathematics, Science and Technology Education, 16(8), 1–12. https://doi.org/10.29333/ejmste/8300
Nasution, M. A., & Fadilah, M. (2024). Analisis Beban Kognitif Peserta Didik pada Materi Sel Kelas XI IPA MAN 3 Kota Padang. Jurnal Bioshell, 13(1), 37–48. https://doi.org/10.56013/bio.v13i1.2759
Ngu, B. H., Chen, O., Phan, H. P., Usop, H., & Anding, P. N. (2025). Can Correct and Incorrect Worked Examples Supersede Worked Examples and Problem-Solving on Learning Linear Equations? An Examination from Cognitive Load and Motivation Perspectives. Education Sciences, 15(4). https://doi.org/10.3390/educsci15040504
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. Bmj, 372. https://doi.org/10.1136/bmj.n71
Richardo, R., & Cahdriyana, R. A. (2021). Strategi meminimalkan beban kognitif eksternal dalam pembelajaran matematika berdasarkan load cognitive theory. Humanika, 21(1), 17–32. https://doi.org/10.21831/hum.v21i1.38228
Sala, G., & Gobet, F. (2020). Working memory training in typically developing children: A multilevel meta-analysis. Psychonomic Bulletin and Review, 27(3), 423–434. https://doi.org/10.3758/s13423-019-01681-y
Susanti, V. D., Dwijanto, D., & Mariani, S. (2021). Working Memory Dalam Pembelajaran Matematika: Sebuah Kajian Teori. Prima Magistra: Jurnal Ilmiah Kependidikan, 3(1), 62–70. https://doi.org/10.37478/jpm.v3i1.1405
License
Copyright (c) 2026 Bayu Romadon, Muhammad Syaifuddin, Reni Dwi Susanti, Anis Farida Jamil, Arif Hidayatul Khsusna
This work is licensed under a Creative Commons Attribution 4.0 International License.
Downloads
How to Cite
