Working memory and phonological processing as predictors of children’s mathematical problem solving at different ages

Effects of problem size, operation, and working-memory span on simple-arithmetic strategies: differences between children and adults?

“…Rasmussen and Bisanz (2005) observed that several working-memory measures together accounted for a substantial proportion of the variability in arithmetic performance (R 2¸0 .40). Comparable results were obtained by Swanson (2004;Swanson & Beebe-Frankenberger, 2004), who showed that working memory predicted solution accuracy of arithmetic word problems independent of other skill measures such as Xuid intelligence, reading skill, math skill, and short-term memory. Comparably, Noël et al (2004) observed that children's addition accuracy was not predicted by processing speed but that it was predicted by several measures of working-memory capacity.…”

The role of mathematical homework and prior knowledge on the relationship between students’ mathematical performance, cognitive style and working memory capacity

“…Working memory is implicated in academic performances, including reading comprehension and mathematics in both children and adults (Swanson, 1994). Many recent studies support the notion that working memory is related to arithmetic performance ( Fürst & Hitch, 2000;Heathcote, 1994;Kyoung-Min & So-Young , 2002;Logie, Gilhooly, & Wynn, 1994;Alamolhodaei, 2009), mathematics problem solving (Cary & Carlson, 2001;DeStefano & LeFevre, 2004;Klein & Bisanz, 2000;Seitz & Schumann-Hengsteler, 2000;Swanson, 2004;Swanson & Beebe-Frankenberger, 2004;Alamolhodaei, 2009), and even mathematics anxiety (Ashcraft & Kirk, 2001).For example, studies reported by Adams and Hitch (1998) suggested that mental arithmetic performance relies on the resources of working memory. It seems that a major source of mathematical misunderstanding and errors should be sought in memory transformation and subjective organization (Alamolhodaei, 2009).…”

The development of strategy use in elementary school children: Working memory and individual differences

“…Individual diVerences in working memory, in contrast, do play a role in children's simple arithmetic strategy use. Indeed, correlations between working memory measures and arithmetic ability have been found consistently (e.g., Bull et al, 1999;Bull & Scerif, 2001;Geary et al, 1999;McLean & Hitch, 1999;Noël et al, 2004;Passolunghi et al, 1999;Passolunghi & Siegel, 2004;Swanson, 2004Swanson, , 2006Swanson & Beebe-Frankenberger, 2004;Swanson & Sachse-Lee, 2001;van der Sluis et al, 2004).…”