“…Relation CPS to prior knowledge i) the ability to apply prior knowledge when solving complex problems is of the utmost importance [6], [33], [47]- [49]; ii) students with high CPS use prior knowledge when learning new problems [50]; iii) prior knowledge affects one's CPS ability [22], [50], [51]; iv) applying previous knowledge when solving complex problems was most important [48]; v) the CPS process tends to develop existing ideas rather than create new ones [52]; vi) prior knowledge as a moderation between intelligence and CPS [53]; vii) prior knowledge interacts with reasoning abilities to be utilized effectively for CPS [54]- [56]; viii) in CPS, existing information is integrated with prior knowledge [57]; ix) the level of proficiency in CPS interacts with a dynamically changing problem environment, and prior knowledge is not predominant [58]; x) in CPS, real-world experience complements prior knowledge [59]; xi) in addition to prior knowledge, CPS is influenced by additional cognitive aspects such as searching for relevant information, mindfulness, and the ability to organize mental operations [60]; xii) differences in prior knowledge and experience have an impact on CPS [61]; xiii) prior knowledge or the context of the problem can influence CPS [62]; xiv) in CPS, there is a step in forming a hypothesis based on prior knowledge [63]; and xv) in CPS, prior knowledge is used to define the problem [64]. Relation of prior knowledge to reflective abstraction i) reflective abstraction is a process of building new concepts based on previous ideas or new knowledge based on prior knowledge [15]; ii) reflective abstraction as a tool to support and contribute to building knowledge based on previous knowledge [65], [66]; iii) there is an influence between reflective abstraction and prior knowledge, and reflective abstraction must be supported by prior knowledge [67]; iv) reflective abstraction constructs new concepts through prior knowledge; [68], [69]; v) prior mathematical knowledge supports constructing knowledge through a process of reflective abstraction [70]; vi) through assimilation g...…”