The Influence of Working Memory Components on Word Problem Solving for Children With Mathematical Disabilities

• In Event: Roundtable Session 2
  In Roundtable Session: Roundtable: Mathematics Learning of Struggling Learners

Abstract

The purpose of this study was to examine the contributions of three working memory (WM) components (central executive, visual-spatial sketchpad, and phonological loop) on mathematic word problem solving among typical achieving, low achieving, and children with mathematical disabilities (MD). The sample consisted of 435 children ages 6 to 10 years (M = 7.95, SD = 0.53). Two tentative findings emerged. First, as expected, average achievers outperformed low achievers and children with MD on all components of WM, however, no significant differences in WM performance occurred between children with MD and low achievers. Second, path analyses showed different contribution of WM processes to predictions of problem solving among the subgroups.

Authors

• Wenson Fung, University of California - Riverside

• H. Lee Swanson, University of California - Riverside

• Cathy Lussier, University of California