The predictive relationships between working memory skills within the spatial and verbal domains and mathematical performance of Grade 2 South African learners

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• 作者：L. Bresgi ^{linda.bresgi@gmail.com} ; D.L.M. Alexander ^{Dinah.Alexander@wits.ac.za} ; J. Seabi ; ^{Joseph.Seabi@wits.ac.za}
• 关键词：Automated working memory test ; Mathematics ; Verbal working ; Visuo-spatial working memory
• 刊名：International Journal of Educational Research
• 出版年：2017
• 出版时间：2017
• 年：2017
• 卷：81
• 期：Complete
• 页码：1-10
• 全文大小：546 K
• 卷排序：81

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.