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. 2020 Feb;73(2):239-248.
doi: 10.1177/1747021819871243. Epub 2019 Sep 5.

Working memory predictors of written mathematics in 7- to 8-year-old children

Katie Allen  1 , David Giofrè  2 , Steve Higgins  1 , John Adams  3
Affiliations

Working memory predictors of written mathematics in 7- to 8-year-old children

Katie Allen et al. Q J Exp Psychol (Hove). 2020 Feb.

Abstract

There is extensive evidence for the involvement of working memory in mathematical attainment. This study aims to identify the relative contributions of verbal, spatial-simultaneous, and spatial-sequential working memory measures in written mathematics. Year 3 children (7-8 years of age, n = 214) in the United Kingdom were administered a battery of working memory tasks alongside a standardised test of mathematics. Confirmatory factor analyses and variance partitioning were then performed on the data to identify the unique variance accounted for by verbal, spatial-simultaneous, and spatial-sequential measures. Results revealed the largest individual contribution was that of verbal working memory, followed by spatial-simultaneous factors. This suggests the components of working memory underpinning mathematical performance at this age are those concerning verbal-numeric and spatial-simultaneous working memory. Implications for educators and further research are discussed.

Keywords: Verbal; children; mathematics; visuospatial; working memory.

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