The role of divided attention and working memory in mathematical reasoning with the mediation of mathematical knowledge and fluid intelligence in fourth grade elementary students

The purpose of the research is modeling the relationship between divided attention and working memory in mathematical reasoning with the mediation of mathematical knowledge and fluid intelligence in fourth grade elementary students. Statistical population of the research included all fourth grade male students of Primary schools in District 4 of Qom from which 213 students were randomly selected by two-stage cluster sampling. Wechsler Memory Scale (WMS), Integrated Visual and Auditory Continuous Performance Test (IVA-2 CPT), Culture Fair Intelligence Test (CFIT), Trends in International Mathematics and Science Study (TIMSS 2015) for prior mathematical knowledge and mathematical reasoning will performed on the subjects. This is a type of correlational studies in which data were analyzed by Path Analysis. The findings of this study showed that the coefficients of the significant path and the fit indices of the model are favorable indicating working memory influenced by divided attention affects mathematical reasoning with the mediation of mathematical knowledge and fluid intelligence. The results help developing in academic achievement of mathematics and cognitive rehabilitation of mathematical disorders by identifying the role of important cognitive variables in mathematical reasoning.