The Relationship Between Mathematics and Working Memory: A Meta-Analysis

• In Event: 49.089 - Poster Session 9
  In Poster Session: 49.089-4 - Exploring the Current Landscape of Technology, Instruction, Cognition, and Learning

Abstract

This meta-analysis investigated the relationship between mathematics and working memory (WM) and possible moderators of this relationship. A total of 132 studies subsuming 947 effect sizes were included. Results showed there was a significant medium correlation (r = .36, 95% CI [.34, .38]) between mathematics and WM. Although domains of WM did not moderate this relationship, different mathematics skills related to WM differently, with comprehensive mathematics skills showing the strongest relationship and geometry the weakest. The relationship was stronger among atypically developing individuals than that among typically developing individuals and individuals with learning difficulties. Untimed mathematics tasks showed stronger relationship than that of timed mathematics tasks. We discussed the implications of these findings for assessment and instructions of mathematics.

Authors

• Peng Peng, UT Austin

• Min Namkung, Vanderbilt University