ISSN: 2237-0722 Vol. 11 No. 4 (2021) Received: 13.06.2021 – Accepted: 15.07.2021 3284 Cognitive Abilities in Mathematical Problem Solving of Future Elementary Teachers: A Causal-Comparative Research Edwin D. Ibañez 1 ; Gener S. Subia 2* ; Sheralyn Medrano-Allas 3 ; Joy I. Mendoza 4 1 Professor, College of Science, Central Luzon State University (CLSU), Nueva Ecija. 2* Professor, Graduate School, Wesleyan University Philippines, Cabanatuan City, Philippines. 2* subiagener@yahoo.com 3 Education Program Supervisor, Department of Education, Division of San Jose City. 4 Graduate Student, CLSU, Distance, Open and Transnational University. Abstract The cognitive abilities in mathematical problem solving of 88 potential elementary teachers enrolled in the College of Education at Central Luzon State University in Nueva Ecija, Philippines, were examined in this causal-comparative analysis. The study found out that the majority of the respondents were females, had graduated from public high school, lived in rural areas, did not participate in recreational activities, had parents with a high school diploma, and came from a low-income background. In terms of mathematical problem solving, the respondents have average cognitive abilities. As to the respondents' observed socio-demographic characteristics, ANOVA, Tukey HSD test, and multiple linear regression analysis revealed that participation in leisure activities, the mother's educational attainment, and monthly family income significantly affected and predicted the students' mathematical cognitive abilities. This paper had pedagogical repercussions as well as suggestions for future research in this area. Key-words: Causal-comparative Research, Cognitive Abilities, Future Elementary Teachers, Mathematical Problem Solving. 1. Introduction Cognitive abilities are any mental capabilities that are used in the process of acquiring knowledge. These include reasoning, perception and intuition (Inhelder & Piaget, 1967). The National Council of Teachers of Mathematics (2003) decided that the primary objective of a school mathematics program should be to grow independent learners. It is only possible, however, if students have acquired the requisite knowledge. Learning mathematics appears to entail formal