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ERIC Number: EJ959632
Record Type: Journal
Publication Date: 2012
Pages: 18
Abstractor: As Provided
Reference Count: 108
ISBN: N/A
ISSN: ISSN-0144-3410
The Association between Working Memory and Educational Attainment as Measured in Different Mathematical Subtopics in the Swedish National Assessment: Primary Education
Nyroos, Mikaela; Wiklund-Hornqvist, Carola
Educational Psychology, v32 n2 p239-256 2012
The aim of this study was to examine the relationship between working memory capacity and mathematical performance measured by the national curriculum assessment in third-grade children (n = 40). The national tests concerned six subareas within mathematics. One-way ANOVA, two-tailed Pearson correlation and multiple regression analyses were conducted. The results showed that working memory could be deemed as a predictor for the overall mathematical ability. However, the significance of working memory contributions varied for the different mathematical domains assessed. Working memory contributed most to basic mathematical competencies. Algorithms were not explained significantly by working memory. The contributions of different working memory resources varied as a function of the mathematical domain, but in certain respects the variance was shared across the elements and both visuo-spatial and phonological abilities seem important for mathematic performance. We suggest that individuals' working memory capacity is important to take into consideration in learning. (Contains 4 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden