The contribution of working memory to children's mathematical word problem solving

By Ulf Andersson. 2007

128 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/06743f1de870af82e741dc7db238d1141d5114ba

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In Developmental and Educational Psychology

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Citations in the corpus

Early Childhood Memory and Attention as Predictors of Academic Growth Trajectories. (2014, background): “, 2004); and reading, age, and IQ (Andersson, 2007).”
Math Anxiety, Working Memory, and Math Achievement in Early Elementary School (2013, background): “Moreover, Correspondence should be sent to Sian L. Beilock, Department of Psychology, The University of Chicago, 5848 South University Avenue, Chicago, IL 60637, USA.”
The Development of Cognitive Skills and Gains in Academic School Readiness for Children from Low-Income Families (2010, background): “…mathematical abilities, including both computation (adding and subtracting) and more complex word problems, and that deficits in working memory are associated with low levels of mathematics performance (Andersson, 2006; Geary, Hoard, Byrd-Craven, Nugent, & Numtee, 2007; Swanson & Sachse-Lee, 2001).”
Skills underlying mathematics: The role of executive function in the development of mathematics proficiency (2014, unknown): “This variance cannot be explained by other factors such as age, IQ, mathematics ability, processing speed, reading and language skills (Andersson, 2007; Berg, 2008; but see Fuchs et al., 2006).”
The Use of a Bar Model Drawing to Teach Word Problem Solving to Students With Mathematics Difficulties (2017, background): “…word problem solvers because they seem to have difficulty understanding embedded concepts in the problems, have calculation skill deficits, and do not use strategies effectively (Andersson, 2007; Fung, Swanson, & Orosco, 2014; Garrett, Mazzocco, & Baker, 2006; Rosenzweig, Krawec, & Montague, 2011).”
Number Magnitude Processing and Basic Cognitive Functions in Children with Mathematical Learning Disabilities. (2012, background): “…emanates from converging evidence showing that cognitive functions such as working memory, executive functions, semantic memory and processing speed are involved in mathematical performance in both adults and children (Andersson, 2007; 2008a; Fuchs et al., 2005; Swanson, Jerman, & Zheng, 2008).”