Working memory and mathematics: A review of developmental, individual difference, and cognitive approaches.

By Kimberly P Raghubar, Marcia Barnes, S. Hecht. 2010

981 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/861a8ccc4002510aa1c844ea6f2c41fba69623f4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Rickard Östergren
2. Bert Jonsson
3. Yvonne Liljekvist
4. Mathias Norqvist
5. E. G. Peterson
6. Iro Xenidou-Dervou
7. Ludo Verhoeven
8. Ernest C. D. M. van Lieshout

In Experimental and Cognitive Psychology

1. Irene Mammarella
2. S. Caviola
3. E. G. Peterson
4. Sarah Keeble
5. Iro Xenidou-Dervou
6. Ludo Verhoeven
7. Sophie Richardson
8. Ernest C. D. M. van Lieshout

In Statistics and Probability

1. Rickard Östergren
2. Bert Jonsson
3. Yvonne Liljekvist
4. Mathias Norqvist
5. Kelly S. Mix
6. D. Stipek
7. Rachel A. Valentino
8. E. G. Peterson

Citations in the corpus

• Skills underlying mathematics: The role of executive function in the development of mathematics proficiency (2014, neutral): “These measures may overestimate the role of EF skills in mathematics compared to nonnumerical tasks because of their domainspecificity (Raghubar et al., 2010).”
• Is 2 + 2 = 4? Meta-analyses of brain areas needed for numbers and calculations (2011, background): “Considerable behavioural evidence has demonstrated that working memory is correlated with mathematical performance (LeFevre et al., 2005; Raghubar et al., 2010, reviews) and is sustained by prefrontal cortex activity (Arsalidou, 2008; Christoff and Gabrieli, 2000; Owen et al., 2005).”
• Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants (2021, background): “Some of these factors include the type of tasks being used to assess both math ability and WM, as well as the age and skill level of the participants (Raghubar et al., 2010).”
• Learning mathematics through algorithmic and creative reasoning (2014, background): “…AR and CMR on task-solving performance while adopting the cretive mathematical reasoning framework (Lithner, 2003, 2004, 2008) and an individual variations perspective of cognitive roficiency (Alloway et al., 2009; Alloway & Alloway, 2010; Conway, Kane, & Engle, 2003; Raghubar et al., 2010).”
• A Heuristic Framework of Spatial Ability: a Review and Synthesis of Spatial Factor Literature to Support its Translation into STEM Education (2018, neutral): “There is research which illustrates the relationship between the working memory, spatial ability and general problem solving (Bühner et al. 2008) and also between working memory and science (Yuan et al. 2006) and mathematics (De Smedt et al. 2009; Raghubar et al. 2010) education.”
• The role of cognitive inhibition in different components of arithmetic (2015, background): “1 3 There is a wealth of evidence that working memory is involved in mathematics (see reviews by DeStefano and LeFevre 2004; Raghubar et al. 2010).”