Passive and active visuospatial working memory (VSWM) were investigated in relation to maths performance. The mental rotation task was employed as a measure of active VSWM whereas passive VSWM was investigated using a modified Corsi Blocks task and a matrix pattern task. The Raven Progressive Matrices Test measured fluid intelligenc e. A total of 128 students, aged 15-16, served as participants. Fluid intelligence and passive VSWM accounted for variance in overall maths performance. Active VSWM exhibited significant correlations with maths measures, but in a series of regression analyses most of its effect was observed to be mediated by fluid intelligence. Different subscores of mathematical skills (geometry, word problems, and mental arithmetic) were accounted for by fluid intelligence and different measure s of VSWM. The educational implications of the results are discusse d.Mathematical ability consists of both conceptual and procedural competencies which are supported by different cognitive systems, such as working memory and its subcomponents

No abstract

Working memory (WM) (Baddeley, 1986, 1997) is argued to be one of the most important cognitive resources underlying mathematical competence (Geary, 2004). Research has established close links between WM deficits and mathematical difficulties. This study investigated the possible deficits in WM, language and fluid intelligence that seem to characterize 4- to 6-year-old children with poor early mathematical skills before formal mathematics education. Children with early mathematical difficulties showed poor performance in both verbal and visuospatial WM tasks as well as on language tests and a fluid intelligence test indicating a thoroughly lower cognitive base. Poor WM performance was not moderated by fluid intelligence, but the extent of WM deficits was related to language skills. The educational implications are discussed.

Compared with many European countries, Finland has a shorter history of immigration. During the last 20 years, Finland has become a more multicultural society. Together with rising levels of immigration, teachers' concerns regarding how to manage an increasingly diverse school population have arisen. There are an increasing number of students with different cultural and native language backgrounds in Finnish schools. However, the school system is far from being an all-encompassing multicultural environment for all. Notwithstanding, there are already many practices that do work. In this study, we aimed to find existing practices that, from the point of view of teachers, make immigrant education work. The data consists of interviews with nine teachers who work with immigrant children in schools where the educational language is Finnish. The interviews have been analysed to classify good practices in Finnish immigrant education. Our results show that in addition to adequate lingual support, fluent co-teaching and co-planning in schools, utilising school assistants' working time and skills in various and creative ways have turned out to be effective for the learning and social integration of multicultural students. Carefully and individually planned transitions from preparatory classes to general education also seem to be important. Most of the good practices that teachers mentioned were associated with transplanting the Finnish language and culture onto the 'others'. Scrutinising the thoughts and attitudes behind these good practices would help to create even better, more multicultural ways of arranging education for cultural diversity, which is inclusive of native Finnish students.

No abstract