Working Memory and Number Sense as Predictors of Mathematical (Dis-)Ability

Abstract

Recent research has pointed to two possible causes of mathematical (dis-)ability: working memory and number sense, although only few studies have compared the relations between working memory and mathematics and between number sense and mathematics. In this study, both constructs were studied in relation to mathematics in general, and to mathematical learning disabilities (MLD) in particular. The sample consisted of 154 children aged between 6 and 10 years, including 26 children with MLD. Children performing low on either number sense or visual-spatial working memory scored lower on math tests than children without such a weakness. Children with a double weakness scored the lowest. These results confirm the important role of both visual-spatial working memory and number sense in mathematical development.

Creativity as predictor of mathematical abilities in fourth graders in addition to number sense and working memory

“…Following this viewpoint, it could be concluded that part of the MLD children, the ones with the more serious problems, probably have number sense deficits, while the math learning difficulties of the other children with learning difficulties could be attributed to other causes (such as working memory). Other studies, however, found that children with deficits in number sense have comparable math scores as children with deficits in working memory, but that children with deficits in both number sense and working memory have the lowest math scores (Kroesbergen & Van Dijk, 2015;Toll et al, 2016). This supports the view that number sense deficits can explain MLD, but that other factors are important too.…”

“…Many studies have shown that children with MLD in general have lower working memory skills than TD children (e.g., Geary, Bailey, & Hoard, 2009;Geary et al, 2007;Raghubar et al, 2010;Schuchardt et al, 2008). It has also been found that children with low working memory skills have low mathematical abilities (e.g., Alloway, Gathercole, Kirkwood, & Elliott, 2008;Kroesbergen & Van Dijk, 2015). Especially visual spatial working memory seems to be impaired in children with MLD (Ashkenazi, Rosenberg-Lee, Metcalfe, Swigart, & Menon, 2013;Szucs, Devine, Soltesz, Nobes, & Gabriel, 2013).…”

“…These results confirm earlier research that both number sense and working memory are important in learning mathematics (cf. Kroesbergen & Van Dijk, 2015;Toll et al, 2016). Of course, there are other domain general factors that influence mathematics, such as processing speed (e.g., Peterson et al, 2017;Willcutt et al, 2013), phonological skills (e.g., Barnes et al, 2014;Slot, Van Viersen, De Bree, & Kroesbergen, 2016), or other executive functions as inhibition and shifting (Friso- Van den Bos et al, 2013;.…”

“…Working memory is a domain-general predictor, not only in mathematical development but also in other academic areas. Although several other cognitive factors have been related to math, such as processing speed (e.g., Peterson et al, 2017;Willcutt et al, 2013), or phonological skills (e.g., Barnes et al, 2014;Slot, Van Viersen, De Bree, & Kroesbergen, 2016), working memory and number sense together explain a substantial part of the variance in mathematics (e.g., 48-50% in Kroesbergen & Van Dijk, 2015; 24-28% in Toll, Kroesbergen, & Van Luit, 2016). These two factors are not only related to mathematics in typically developing (TD) children, but they have also repeatedly been found to explain differences between children with mathematical learning disabilities (MLD) and TD children (e.g., Geary, Hoard, Byrd-Craven, Nugent, & Numtee, 2007;Mazzocco, Feigenson, & Halberda, 2011;Mussolin, Mejias, & Noël, 2010;Piazza et al, 2010; Raghubar, jnc.psychopen.eu | 2363-8761 Barnes, & Hecht, 2010Schuchardt, Maehler, & Hasselhorn, 2008).…”

“…It is expected that children with MLD show deficiencies in number sense and visual spatial working memory (cf. Kroesbergen & Van Dijk, 2015), and that the MG children are characterized by high working memory, and creativity (cf. Leikin & Lev, 2007).…”