The Relationship Between Working Memory and Mathematical Problem Solving in Children at Risk and Not at Risk for Serious Math Difficulties

By H. Lee Swanson, Margaret E. Beebe-Frankenberger, L. Swanson. 2004

650 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/97279ba24faff708722e3fce09f4ae49852af391

How researchers see this paper

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

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Statistics and Probability

Citations in the corpus

Impact of Small-Group Tutoring Interventions on the Mathematical Problem Solving and Achievement of Third-Grade Students With Mathematics Difficulties (2013, background): “Understanding and solving story or word problems (WPs) not only requires selecting and applying strategies but also understanding the “words, phrases, sentences, and propositions” to generate a “coherent and meaningful interpretation of word problems” (Swanson & Beebe-Frankenberger, 2004, p. 471).”
Is working memory training effective? (2012, background): “By kindergarten, WM capacity is predictive of Gf (Engel de Abreu et al., 2010), and individual differences in WM capacity predict children's verbal and mathematical aptitude (Cowan et al., 2005; Gathercole & Pickering, 2000; Swanson & Beebe-Frankenberger, 2004).”
Universal Screening in Mathematics for the Primary Grades: Beginnings of a Research Base (2012, background): “Contemporary research consistently demonstrates the importance of working memory (Baker et al., 2002; Locuniak & Jordan, 2008; Swanson & Beebe-Frankenberger, 2004) in understanding mathematical proficiency at many different age levels.”
The Effects of Mathematics Strategy Instruction for Children with Serious Problem-Solving Difficulties (2014, methodology): “The intercorrelations among the processing measures exceeded .45 and the reported Cronbach alpha reliabilities are greater than .88 (Swanson & Beebe-Frankenberger, 2004).”
A metacognitive-based instruction for Primary Four students to approach non-routine mathematical word problems (2014, background): “Children have limited capacity in their working memory as compared to adults (Cowan 2001; Swanson and Beebe-Frankenberger 2004).”
Algebraic Problem Solving for Middle School Students with Autism and Intellectual Disability (2019, background): “Swanson and Beebe-Frankenberger (2004) explained problem solving requires understanding how each piece of the text comes together for meaningful interpretation.”
Working memory abilities and children's performance in laboratory analogues of classroom activities (2008, positive): “This raises the possibility that the high scores of the low working memory children simply reflect the well-documented findings that these individuals typically make poor academic progress (e.g. Gathercole et al., 2004; Swanson & Beebe-Frankenberger, 2004).”
Growth in Working Memory and Mathematical Problem Solving in Children at Risk and Not at Risk for Serious Math Difficulties. (2008, methodology): “Studies by Swanson and colleagues (Swanson, 2004; Swanson & Beebe-Frankenberger, 2004; Swanson & Sachse-Lee, 2001) have shown that children with mathematical problem solving difficulties across different age groups perform poorly relative to controls on measures of WM.”
Preschool Children’s Spontaneous Focusing on Numerosity, Subitizing, and Counting Skills as Predictors of Their Mathematical Performance Seven Years Later at School (2015, background): “Naturally, there can be other variables such as visuospatial working memory and inhibition that have an effect on the relationships between predictors and outcome variables (see, e.g., LeFevre et al., 2010; Swanson & Beebe-Frankenberger, 2004; Zhang et al., 2014).”