文摘
The study explored the predictive relationships between WM skills in two different domains (spatial and verbal) and mathematical performance of Grade two learners in South Africa. A small, but significant association between visuo-spatial WM and mathematical proficiency in a sample of 80 learners, aged 7–8 years was found. This study provided support that verbal WM was not a significant predictor of mathematical performance in children aged 7 years. Evidence suggests that in the solving of mathematical problems, the Grade two learners were still reliant on the use of mental models and visual-spatial WM. Assessing young learners for impaired visuo-spatial skills may help to pinpoint those at risk of developing mathematical difficulties.