TY - JOUR
T1 - The relation between working memory, number sense, and mathematics throughout primary education in children with and without mathematical difficulties
AU - Nelwan, Michel
AU - Friso-van den Bos, Ilona
AU - Vissers, Constance
AU - Kroesbergen, Evelyn
N1 - Publisher Copyright:
© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022
Y1 - 2022
N2 - Number sense and working memory contribute to mathematical development throughout primary school. However, it is still unclear how the contributions of each of these predictors may change across development and whether the cognitive contribution is the same for children with and without mathematical difficulties. The aim of the two studies in this paper was to shed light on these topics. In a cross-sectional design, a typically developing group of children (study 1; N = 459, Grades 1–4) and a group with mathematical difficulties (study 2; N = 61, Grades 4–6) completed a battery of number sense and working memory tests, as well as a measure of arithmetic competence. Results of study 1 indicated that number sense was important in first grade, while working memory gained importance in second grade, before predictive value of both predictors waned. Number sense and working memory supported mathematics development independently from one another from Grade 1. Analysis of task demands showed that typically developing children rely on comprehension and visualization of quantity-to-number associations in early development. Later in development, pupils rely on comparing larger numerals and working memory until automatization. Children with mathematical difficulties were less able to employ number sense during mathematical operations, and thus might remain dependent on their working memory resources during arithmetic tasks. This suggests that children with mathematical difficulties need aid to employ working memory for mathematics from an early age to be able to automatize mathematical abilities later in development.
AB - Number sense and working memory contribute to mathematical development throughout primary school. However, it is still unclear how the contributions of each of these predictors may change across development and whether the cognitive contribution is the same for children with and without mathematical difficulties. The aim of the two studies in this paper was to shed light on these topics. In a cross-sectional design, a typically developing group of children (study 1; N = 459, Grades 1–4) and a group with mathematical difficulties (study 2; N = 61, Grades 4–6) completed a battery of number sense and working memory tests, as well as a measure of arithmetic competence. Results of study 1 indicated that number sense was important in first grade, while working memory gained importance in second grade, before predictive value of both predictors waned. Number sense and working memory supported mathematics development independently from one another from Grade 1. Analysis of task demands showed that typically developing children rely on comprehension and visualization of quantity-to-number associations in early development. Later in development, pupils rely on comparing larger numerals and working memory until automatization. Children with mathematical difficulties were less able to employ number sense during mathematical operations, and thus might remain dependent on their working memory resources during arithmetic tasks. This suggests that children with mathematical difficulties need aid to employ working memory for mathematics from an early age to be able to automatize mathematical abilities later in development.
UR - http://www.scopus.com/inward/record.url?scp=85111821815&partnerID=8YFLogxK
U2 - 10.1080/09297049.2021.1959905
DO - 10.1080/09297049.2021.1959905
M3 - Article
C2 - 34340649
AN - SCOPUS:85111821815
SN - 0929-7049
VL - 28
SP - 143
EP - 170
JO - Child Neuropsychology
JF - Child Neuropsychology
IS - 2
ER -