Published Paper Details:

Purpose of the current study was to determine the relative contribution of the student�s motivation, fluid reasoning and working memory to the prediction of mathematics learning. The study was conducted at Durgapur KC high School in West Bengal. Out of all 5th-8th graded students, only two hundred late childhood students aged 10-13 years were taken as sample by simple random sampling. In the 2019 academic session, three tools named Muthee achievement motivation inventory (Muthee & Thomas, 2009), Raven�s Standard Progressive Matrices (SPM), and Working Memory Index - Digit Span and Letter-Number Sequencing (WISC-IV) were administered to measure students� motivation, fluid reasoning and working memory respectively. The test score for the whole year, including the final exam of the 2019 academic session, were taken as a dependent variable to measure how much students were learning math. The result showed that student�s motivation, fluid reasoning and working memory were predictor of math learning statistically significant. Cognitive abilities such as fluid & crystallized intelligence, working memory and mathematical memory (LTM), intrinsic motivation all work together when solving problems, resulting in math learning.