ERIC Number: EJ1171814
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
How Effective Are Working Memory Training Interventions at Improving Maths in Schools: A Study into the Efficacy of Working Memory Training in Children Aged 9 and 10 in a Junior School?
Cunningham, James; Sood, Krishan
Education 3-13, v46 n2 p174-187 2018
This study evaluates the validity of claims that Working Memory (WM) training is an effective and legitimate school-based maths intervention. By analysing the current developments in WM in the fields of neurology and cognitive psychology, this study seeks to analyse their relevance to the classroom. This study analyses memory profiles of children and maths performance previous to, and after a 3 week school-based, teacher led, intervention programme. Results indicate that although WM improved, it also improved for the control group, who did not undergo training. No significant far-transfer to maths results were demonstrated during the study.
Descriptors: Foreign Countries, Elementary School Students, Children, Young Children, Short Term Memory, Training, Intervention, Program Effectiveness, Outcomes of Education, Mathematics Education, Neurology, Cognitive Psychology, Student Improvement, Transfer of Training, Correlation, Numeracy, Scores, Statistical Analysis, Pretests Posttests
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A