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<p>The current study investigated the gender-specific relationship between cognitive thinking styles (CTS) and arithmetic fluency, controlling for working memory. It focuses on two specific CTS—Inchworm and Grasshopper (Bath et al. <CitationRef CitationID="CR6">1986</CitationRef>). Grasshoppers are intuitive and holistic, often skipping steps for efficiency, while Inchworms take a methodical, step-by-step approach and document their processes (Chinn <CitationRef CitationID="CR10">2020</CitationRef>). The sample included 290 students (143 males, 147 females) from grades IX and X in Dhaka, Bangladesh. Preliminary t-test analyses revealed significant gender differences. Specifically, male students (<i>M</i> = 19.69, <i>SD</i> = 5.68) displayed more Grasshopper-oriented thinking than females (<i>M</i> = 15.98, <i>SD</i> = 4.03), and also outperformed them in arithmetic fluency (<i>M</i> = 89.83, <i>SD</i> = 20.35 vs. <i>M</i> = 85.01, <i>SD</i> = 19.10). However, for the working memory test, females (<i>M</i> = 17.40, <i>SD</i> = 3.78) outperformed males (<i>M</i> = 16.27, <i>SD</i> = 3.38). Hierarchical regression analyses indicated that, for males, CTS significantly predicted arithmetic fluency, <i>β</i> = 0.36, 95% CI [0.74, 1.86], <i>p</i> &lt; 0.001, even after controlling for working memory. For females, however, only working memory predicted arithmetic fluency, <i>β</i> = 0.41, 95% CI [1.38, 2.82], <i>p</i>&lt; 0.001, with CTS showing no significant relationship. These findings highlight gender-specific pathways through which CTS and working memory influence arithmetic fluency, suggesting the need for differentiated learning strategies in learning mathematics.</p>

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Exploring the relationship between cognitive thinking style, working memory, and arithmetic fluency: a gender-based study

  • 期刊论文

  • 发表日期：

    2026年6月15日

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  • Naima Nigar,
  • Marufa Neelima,
  • Nuzhat Ahmad

摘要

The current study investigated the gender-specific relationship between cognitive thinking styles (CTS) and arithmetic fluency, controlling for working memory. It focuses on two specific CTS—Inchworm and Grasshopper (Bath et al. 1986). Grasshoppers are intuitive and holistic, often skipping steps for efficiency, while Inchworms take a methodical, step-by-step approach and document their processes (Chinn 2020). The sample included 290 students (143 males, 147 females) from grades IX and X in Dhaka, Bangladesh. Preliminary t-test analyses revealed significant gender differences. Specifically, male students (M = 19.69, SD = 5.68) displayed more Grasshopper-oriented thinking than females (M = 15.98, SD = 4.03), and also outperformed them in arithmetic fluency (M = 89.83, SD = 20.35 vs. M = 85.01, SD = 19.10). However, for the working memory test, females (M = 17.40, SD = 3.78) outperformed males (M = 16.27, SD = 3.38). Hierarchical regression analyses indicated that, for males, CTS significantly predicted arithmetic fluency, β = 0.36, 95% CI [0.74, 1.86], p < 0.001, even after controlling for working memory. For females, however, only working memory predicted arithmetic fluency, β = 0.41, 95% CI [1.38, 2.82], p< 0.001, with CTS showing no significant relationship. These findings highlight gender-specific pathways through which CTS and working memory influence arithmetic fluency, suggesting the need for differentiated learning strategies in learning mathematics.