Adams, J. W., & Hitch, G. J. (1997). Working memory and children's mental addition. Journal of Experimental Child Psychology, 67(1), 21-38. https://doi.org/10.1006/jecp.1997.2397

Aiken, L. R. (1970). Attitudes toward mathematics. Review of Educational Research, 40(4), 551-596. https://doi.org/10.3102/00346543040004551

Al Mutawah, M. A. (2015). The influence of mathematics anxiety in middle and high school students’ math achievement. International Education Studies, 8(11), 239-252. https://doi.org/10.5539/ies.v8n11p239

Altıntaş, S., & Görgen, İ. (2018). The effects of pre-service teachers’ cognitive styles on learning approaches. International Journal of Evaluation and Research in Education, 7(4), 285-293. https://doi.org/10.11591/ijere.v7i4.15737

Ashcraft, M. H., & Krause, J. A. (2007). Working memory, math performance, and math anxiety. Psychonomic Bulletin & Review, 14(2), 243-248. https://doi.org/10.3758/bf03194059

Ashcraft, M. H., & Moore, A. M. (2009). Mathematics anxiety and the affective drop in performance. Journal of Psychoeducational Assessment, 27(3), 197-205. https://doi.org/10.1177/0734282908330580

Atkinson, A. L., Allen, R. J., & Waterman, A. H. (2021). Exploring the understanding and experience of working memory in teaching professionals: A large-sample questionnaire study. Teaching and Teacher Education, 103, 103343. https://doi.org/10.1016/j.tate.2021.103343

Awofala, A. O., & Odogwu, H. N. (2017). Assessing Preservice teachers’ mathematics cognitive failures as related to mathematics anxiety and performance in undergraduate calculus. Acta Didactica Napocensia, 10(2), 81-98. https://doi.org/10.24193/adn.10.2.7

Ayvaz, Ü., Gündüz, N., Durmuş, S., & Dündar, S. (2016). Subtraction performances of primary school prospective mathematics teachers having different cognitive styles. Universal Journal of Educational Research, 4(12A), 167-172. https://doi.org/10.13189/ujer.2016.041321

Baddeley, A. (2003). Working memory: Looking back and looking forward. Nature Reviews Neuroscience, 4(10), 829-839. https://doi.org/10.1038/nrn1201

Battista, M. T. (1986). The relationship of mathematics anxiety and mathematical knowledge to the learning of mathematical Pedogogy by Preservice elementary teachers. School Science and Mathematics, 86(1), 10-19. https://doi.org/10.1111/j.1949-8594.1986.tb11580.x

Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences, 107(5), 1860-1863. https://doi.org/10.1073/pnas.0910967107

Blanco, L. J., Guerrero Barona, E., & Caballero Carrasco, A. (2013). Cognition and affect in mathematics problem solving with prospective teachers. The Mathematics Enthusiast, 10(1-2), 335-364. https://doi.org/10.54870/1551-3440.1270

Brady, P., & Bowd, A. (2005). Mathematics anxiety, prior experience and confidence to teach mathematics among pre‐service education students. Teachers and Teaching, 11(1), 37-46. https://doi.org/10.1080/1354060042000337084

Brownell, M. T., Sindelar, P. T., Kiely, M. T., & Danielson, L. C. (2010). Special education teacher quality and preparation: Exposing foundations, constructing a new model. Exceptional Children, 76(3), 357-377. https://doi.org/10.1177/001440291007600307

Budayasa, I. K., & Juniati, D. (2019). The influence of cognitive style on mathematical communication of prospective math teachers in solving problems. Journal of Physics: Conference Series, 1417(1), 012056. https://doi.org/10.1088/1742-6596/1417/1/012056

Cargnelutti, E., Tomasetto, C., & Passolunghi, M. C. (2017). The interplay between affective and cognitive factors in shaping early proficiency in mathematics. Trends in Neuroscience and Education, 8-9, 28-36. https://doi.org/10.1016/j.tine.2017.10.002

Cowan, N. (2013). Working memory underpins cognitive development, learning, and education. Educational Psychology Review, 26(2), 197-223. https://doi.org/10.1007/s10648-013-9246-y

Cuneo, F., Antonietti, J., & Mohr, C. (2018). Unkept promises of cognitive styles: A new look at old measurements. PLOS ONE, 13(8), e0203115. https://doi.org/10.1371/journal.pone.0203115

DeYoung, C. G., Flanders, J. L., & Peterson, J. B. (2008). Cognitive abilities involved in insight problem solving: An individual differences model. Creativity Research Journal, 20(3), 278-290. https://doi.org/10.1080/10400410802278719

Friso-van den Bos, I., Van der Ven, S. H., Kroesbergen, E. H., & Van Luit, J. E. (2013). Working memory and mathematics in primary school children: A meta-analysis. Educational Research Review, 10, 29-44.  https://doi.org/10.1016/j.edurev.2013.05.003

Gresham, G. (2007). A study of mathematics anxiety in pre-service teachers. Early Childhood Education Journal, 35(2), 181-188. https://doi.org/10.1007/s10643-007-0174-7

Gürefe, N., & Bakalım, O. (2018). Mathematics anxiety, perceived mathematics self-efficacy and learned helplessness in mathematics in faculty of education students. International Online Journal of Educational Sciences, 10(3), 154-166. https://doi.org/10.15345/iojes.2018.03.010

Gutiérrez-Rubio, D., León-Mantero, C., Maz-Machado, A., & Madrid-Martín, M. J. (2020). Relationship between math anxiety and perception of the utility of geometry in primary education in prospective teachers. Universal Journal of Educational Research, 8(3), 731-738. https://doi.org/10.13189/ujer.2020.080301

Hambrick, D. Z., & Engle, R. W. (2003). The role of working memory in problem solving. The Psychology of Problem Solving, 176-206. https://doi.org/10.1017/cbo9780511615771.007

Hanifah, U., Juniati, D., & Siswono, T. Y. (2018). Students’ spatial performance: Cognitive style and sex differences. Journal of Physics: Conference Series, 947, 012014. https://doi.org/10.1088/1742-6596/947/1/012014

Hayes, J., & Allinson, C. W. (1998). Cognitive style and the theory and practice of individual and collective learning in organizations. Human Relations, 51(7), 847-871. https://doi.org/10.1177/001872679805100701

Holmes, J., & Adams, J. W. (2006). Working memory and children’s mathematical skills: Implications for mathematical development and mathematics curricula. Educational Psychology, 26(3), 339-366. https://doi.org/10.1080/01443410500341056

Juniati, D., & Budayasa, I. K. (2020a). The mathematics anxiety: Do prospective math teachers also experience it? Journal of Physics: Conference Series, 1663(1), 012032. https://doi.org/10.1088/1742-6596/1663/1/012032

Juniati, D., & Budayasa, I. K. (2020b). Working memory capacity and mathematics anxiety of mathematics students and its effect on mathematics achievement. Journal for the Education of Gifted Young Scientists, 8(1), 279-291. https://doi.org/10.17478/jegys.653518

Juniati, D., & Budayasa, K. (2017). Construction of learning strategies to combine culture elements and technology in teaching group theory. World Transactions on Engineering and Technology Education, 15(3), 206–211. https://cutt.ly/MGqUYwd

Juniati, D., & Budayasa, K. (2021). Field-based tasks with technology to reduce mathematics anxiety and improve performance. World Transactions on Engineering and Technology Education, 19(1), 58-64.  https://bit.ly/3K0hdTZ

Kozhevnikov, M. (2007). Cognitive styles in the context of modern psychology: Toward an integrated framework of cognitive style. Psychological Bulletin, 133(3), 464-481. https://doi.org/10.1037/0033-2909.133.3.464

Lake, V. E., & Kelly, L. (2014). Female Preservice teachers and mathematics: Anxiety, beliefs, and stereotypes. Journal of Early Childhood Teacher Education, 35(3), 262-275. https://doi.org/10.1080/10901027.2014.936071

Mamonto, K., Juniati, D., & Siswono, T. Y. (2018). Understanding fraction concepts of Indonesian junior high school students: A case of field independent and field dependent students. Journal of Physics: Conference Series, 947, 012058. https://doi.org/10.1088/1742-6596/947/1/012058

Mousavi, S., Radmehr, F., & Alamolhodaei, H. (2018). The role of mathematical homework and prior knowledge on the relationship between students’ mathematical performance, cognitive style and working memory capacity. Electronic Journal of Research in Education Psychology, 10(28), 1223-1248. https://doi.org/10.25115/ejrep.v10i28.1532

Novak, E., & Tassell, J. L. (2017). Studying preservice teacher math anxiety and mathematics performance in geometry, word, and non-word problem solving. Learning and Individual Differences, 54, 20-29. https://doi.org/10.1016/j.lindif.2017.01.005

Onwumere, O., & Reid, N. (2014). Field dependency and performance in mathematics. European Journal of Educational Research, 3(1), 43-57. https://doi.org/10.12973/eu-jer.3.1.43

Palengka, I., Juniati, D., & Abadi. (2019). Creative mathematical reasoning of prospective teachers in solving problems reviewed based on working memory capacity. Journal of Physics: Conference Series, 1417(1), 012055. https://doi.org/10.1088/1742-6596/1417/1/012055

Panaoura, A. (2007). The interplay of processing efficiency and working memory with the development of Metacognitive performance in mathematics. The Mathematics Enthusiast, 4(1), 31-52. https://doi.org/10.54870/1551-3440.1057

Pantaleon, K. V., Juniati, D., & Lukito, A. (2018). The proving skill profile of prospective math teacher with high math ability and high math anxiety. Journal of Physics: Conference Series, 1097, 012154. https://doi.org/10.1088/1742-6596/1097/1/012154

Pantaleon, K. V., Juniati, D., Lukito, A., & Mandur, K. (2018). The written mathematical communication profile of prospective math teacher in mathematical proving. Journal of Physics: Conference Series, 947, 012070. https://doi.org/10.1088/1742-6596/947/1/012070

Passolunghi, M. C., Caviola, S., De Agostini, R., Perin, C., & Mammarella, I. C. (2016). Mathematics anxiety, working memory, and mathematics performance in secondary-school children. Frontiers in Psychology, 7:42. https://doi.org/10.3389/fpsyg.2016.00042

Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2013). Math anxiety, working memory, and math achievement in early elementary school. Journal of Cognition and Development, 14(2), 187-202. https://doi.org/10.1080/15248372.2012.664593

Rayner, V., Pitsolantis, N., & Osana, H. (2009). Mathematics anxiety in preservice teachers: Its relationship to their conceptual and procedural knowledge of fractions. Mathematics Education Research Journal, 21(3), 60-85. https://doi.org/10.1007/bf03217553

Reyes, L. H. (1984). Affective variables and mathematics education. The Elementary School Journal, 84(5), 558-581. https://doi.org/10.1086/461384

Roeser, R. W., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., Oberle, E., Thomson, K., Taylor, C., & Harrison, J. (2013). Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials. Journal of Educational Psychology, 105(3), 787-804. https://doi.org/10.1037/a0032093

Simon, H. A. (1982). Comments. In M. S. Clark & S.T. Fiske (Eds), Affect and cognition (pp. 333-342). Psychology Press. https://doi.org/10.4324/9781315802756

Singer, F. M., Voica, C., & Pelczer, I. (2016). Cognitive styles in posing geometry problems: Implications for assessment of mathematical creativity. ZDM, 49(1), 37-52. https://doi.org/10.1007/s11858-016-0820-x

Sloan, T., Daane, C. J., & Giesen, J. (2002). Mathematics anxiety and learning styles: What is the relationship in elementary Preservice teachers? School Science and Mathematics, 102(2), 84-87. https://doi.org/10.1111/j.1949-8594.2002.tb17897.x

Sloan, T. R. (2010). A quantitative and qualitative study of math anxiety among Preservice teachers. The Educational Forum, 74(3), 242-256. https://doi.org/10.1080/00131725.2010.483909

Son, A. L., Darhim, D., & Fatimah, S. (2020). Students’ mathematical problem-solving ability based on teaching models intervention and cognitive style. Journal on Mathematics Education, 11(2), 209-222. https://doi.org/10.22342/jme.11.2.10744.209-222

Stamovlasis, D., & Tsaparlis, G. (2005). Cognitive variables in problem solving: A nonlinear approach. International Journal of Science and Mathematics Education, 3(1), 7-32. https://doi.org/10.1007/s10763-004-3918-5

Syamsuddin, A., Juniati, D., & Siswono, T. Y. (2020). Understanding the problem-solving strategy based on cognitive style as a tool to investigate reflective thinking process of prospective teacher. Universal Journal of Educational Research, 8(6), 2614-2620. https://doi.org/10.13189/ujer.2020.080644

Vinson, B. M. (2001). A comparison of pre-service teachers’ mathematics anxiety before and after a methods class emphasizing manipulatives. Early Childhood Education Journal, 29, 89-94. http://doi.org/10.1023/A:1012568711257

Wiley, J., & Jarosz, A. F. (2012). How working memory capacity affects problem solving. Psychology of Learning and Motivation, 56, 185-227. https://doi.org/10.1016/b978-0-12-394393-4.00006-6

Witkin, H. A., & Asch, S. E. (1948). Studies in space orientation. IV. Further experiments on perception of the upright with displaced visual fields. Journal of Experimental Psychology, 38(6), 762-782. https://doi.org/10.1037/h0053671

Witkin, H. A., Moore, C. A., Goodenough, D., & Cox, P. W. (1977). Field-dependent and field-independent cognitive styles and their educational implications. Review of Educational Research, 47(1), 1-64. https://doi.org/10.3102/00346543047001001

 https://doi.org/10.1016/j.cognition.2017.05.016

Wu, S. S., Barth, M., Amin, H., Malcarne, V., & Menon, V. (2012). Math anxiety in second and third graders and its relation to mathematics achievement. Frontiers in Psychology, 3,162. https://doi.org/10.3389/fpsyg.2012.00162

Young, C. B., Wu, S. S., & Menon, V. (2012). The neurodevelopmental basis of math anxiety. Psychological Science, 23(5), 492-501. https://doi.org/10.1177/0956797611429134

Zhang, L. (2004). Field-dependence/independence: Cognitive style or perceptual ability? validating against thinking styles and academic achievement. Personality and Individual Differences, 37(6), 1295-1311. https://doi.org/10.1016/j.paid.2003.12.015