The relation between working memory, number sense, and mathematics throughout primary education in children with and without mathematical difficulties

Abstract

Number sense and working memory contribute to mathematical development throughout primary school. However, it is still unclear how the contributions of each of these predictors may change across development and whether the cognitive contribution is the same for children with and without mathematical difficulties. The aim of the two studies in this paper was to shed light on these topics. In a cross-sectional design, a typically developing group of children (study 1; N = 459, Grades 1-4) and a group with mathematical difficulties (study 2; N = 61, Grades 4-6) completed a battery of number sense and working memory tests, as well as a measure of arithmetic competence. Results of study 1 indicated that number sense was important in first grade, while working memory gained importance in second grade, before predictive value of both predictors waned. Number sense and working memory supported mathematics development independently from one another from Grade 1. Analysis of task demands showed that typically developing children rely on comprehension and visualization of quantity-tonumber associations in early development. Later in development, pupils rely on comparing larger numerals and working memory until automatization. Children with mathematical difficulties were less able to employ number sense during mathematical operations, and thus might remain dependent on their working memory resources during arithmetic tasks. This suggests that children with mathematical difficulties need aid to employ working memory for mathematics from an early age to be able to automatize mathematical abilities later in development.

Systems-level decoding reveals the cognitive and behavioral profile of the human intraparietal sulcus

“…The large overlap between the two systems is not surprising given the detailed evidence on the interplay between working memory and numeric cognition. Working memory predicts mathematical abilities across the lifespan (Bull and Scerif, 2001 ; Friso-van den Bos et al, 2013 ; Allen et al, 2021 ; Nelwan et al, 2022 ), and decreased working memory performances has been linked to difficulties solving mathematical problems (Swanson and Jerman, 2006 ; Andersson, 2008 ; Zhang et al, 2018 ). Furthermore, performing different kinds of arithmetic tasks (e.g., calculation and word-problem solving) rely on several cognitive subsystems including working memory (DeStefano and LeFevre, 2004 ; Raghubar et al, 2010 ; Cragg et al, 2017 ).…”

Doble excepcionalidad: altas capacidades y trastornos del neurodesarrollo. prevalencia en escolares ecuatorianos

“…Sin embargo, es pertinente considerar mayor investigación de las comorbilidades 9 . A pesar de que se reportan escasos estudios sobre la dualidad AC-discalculia, se conoce que la discalculia afecta del 3 al 6% de la población en general 28,70 . Otros trabajos han encontrado porcentajes diferentes, con rangos del 3 al 14 % 71,72 (hombres: 56.67 %; mujeres: 43.4 % 71 ).…”

Predicting Math Ability Using Working Memory, Number Sense, and Neurophysiology in Children and Adults

“…An important consideration regarding the developmental relationship between working memory, number sense, and mathematical abilities, as given by Best et al [15], is that the strength of these relations differs in various developmental stages. For instance, number sense is less relied upon in older children [16][17][18], and there is a shift from visuospatial working memory to verbal working memory when age increases throughout primary school [19,20]. Strategy use of solving mathematical problems also changes over development [21], which are also operation dependent (i.e., between multiplication and subtraction).…”