The contribution of working memory to children's mathematical word problem solving

Abstract

The study explored the contribution of working memory to mathematical word problem solving in children. A total of 69 children in grades 2, 3 and 4 were given measures of mathematical problem solving, reading, arithmetical calculation, fluid IQ and working memory. Multiple regression analyses showed that three measures associated with the central executive and one measure associated with the phonological loop contributed unique variance to mathematical problem solving when the influence of reading, age and IQ were controlled for in the analysis. In addition, the animal dual-task, verbal fluency and digit span task continued to contribute unique variance when the effects of arithmetical calculation in addition to reading, fluid IQ, and age were controlled for. These findings demonstrate that the phonological loop and a number of central executive functions (shifting, co-ordination of concurrent processing and storage of information, accessing information from long-term memory) contribute to mathematical problem solving in children.

Working memory and mathematics in primary school children: A meta-analysis

“…Significant unique associations between shifting, a second component of working memory, and mathematical performance have been found in some studies (e.g., Andersson, 2007;Bull and Scerif, 2001). This relation may be explained by the task demands of many arithmetical achievement tests: children need to switch between operations, strategies and quantity ranges in order to successfully obtain an answer (Andersson, 2008;Bull and Scerif, 2001).…”

Relação entre o desempenho em aritmética e a memória de trabalho fonológica em crianças

“…Some studies point toward a possible role for phonological memory in the realization of mathematical tasks (5) , more specifically due to the recruitment of executive functions (12,13) . Other studies in their turn, showed no relationship between performance on the arithmetic tests and the MTF, however, in these studies, children with overall learning difficulties were not excluded (6) .…”

Deficits in working memory, reading comprehension and arithmetic skills in children with mouth breathing syndrome: analytical cross-sectional study

“…[16][17][18] However, only an extensive evaluation of children's skills would provide detailed information about the cognitive impairments relating to mouth breathing. Future research should use a wider range of tests to assess language learning, vocabulary knowledge and verbal reasoning, as well as executive functions [20][21][22] (e.g. inhibition, divided attention and task switching) and other working memory domains (e.g.…”

“…Working memory is the cognitive system responsible for temporary storage and processing of information during complex cognitive tasks, and it is crucially involved in reading comprehension, arithmetic skills and academic achievement. [19][20][21][22] Hence, there are strong reasons to expect that children with mouth breathing may also have working memory problems. In the present study, children with mouth breathing were compared with a control group in relation to a series of cognitive tasks such as reading comprehension, arithmetic and phonological working memory.…”