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Working Memory and Automaticity in Relation to Mental Addition: What Do American Elementary Students Tell Us?
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Qiong Yu; Yi Ding; Yifan Wang; Chun Zhang; Akane Zusho – AERA Online Paper Repository, 2024
This study investigated the effects of working memory load (WML) and automaticity on mental addition through an examination of both task and individual characteristics within the framework of cognitive load theory. Results from 73 fourth graders showed that WML, automaticity, and their interaction had significant effects on mental addition.…
Descriptors: Short Term Memory, Mental Computation, Addition, Elementary School Students
Emma's Negotiation of Number: Implicit Intensive Intervention
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Hunt, Jessica; Silva, Juanita – Journal for Research in Mathematics Education, 2020
We investigated the extent to which one elementary school child with working-memory differences made sense of number as a composite unit and advanced her reasoning. Through ongoing and retrospective analysis of eight teaching-experiment sessions, we uncovered four shifts in the child's real-time negotiation of number over time: (a) initial…
Descriptors: Elementary School Students, Short Term Memory, Mathematical Logic, Learning Disabilities
Competence with Fractions Predicts Gains in Mathematics Achievement
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Bailey, Drew H.; Hoard, Mary K.; Nugent, Lara; Geary, David C. – Journal of Experimental Child Psychology, 2012
Competence with fractions predicts later mathematics achievement, but the codevelopmental pattern between fractions knowledge and mathematics achievement is not well understood. We assessed this codevelopment through examination of the cross-lagged relation between a measure of conceptual knowledge of fractions and mathematics achievement in sixth…
Descriptors: Intelligence, Mathematics Achievement, Numbers, Grade 6
The Ability of Conceptual Monitoring and the Quality of Working Memory at Children With Calculation Difficulties
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Arsic, Sladjana; Eminovic, Fadilj; Stankovic, Ivona – Online Submission, 2011
Calculia is considered to be the ability of performing arithmetic operations, the preconditions for the development of mathematical skills in the complex functioning of psychological functions represented in neuro-anatomical systems, as well in the interaction with the environment. Problems in acquiring arithmetic skills can be described as…
Descriptors: Mathematics Achievement, Learning Disabilities, Arithmetic, Control Groups
Academic and Cognitive Characteristics of Persistent Mathematics Difficulty from First through Fourth Grade
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Vukovic, Rose K.; Siegel, Linda S. – Learning Disabilities Research & Practice, 2010
This longitudinal study investigated the academic and cognitive characteristics of persistent mathematics difficulty (MD-p) from first to fourth grade. Ninety-nine children were retrospectively categorized into one of three groups: MD-p, transient mathematics difficulty (MD-t), or typically developing. MD-p was defined as persistently low…
Descriptors: Mathematics Achievement, Short Term Memory, Grade 4, Student Characteristics
Number Processing in Deaf College Students.
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Epstein, Kenneth I.; And Others – American Annals of the Deaf, 1994
Magnitude comparison, calculation verification, and short-term memory span experiments were conducted as a means of investigating number processing in 17 deaf college students with academic weaknesses. Deaf students' level of accuracy did not differ from that shown by their hearing peers; however, mean response times of deaf students were greater…
Descriptors: College Students, Computation, Deafness, Higher Education