Cited by 639Cognitive and developmental aspects of mathematical skillsDevelopmental and Educational NeuropsychologyCognitive Abilities and Testing

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

Swanson, H. Lee, Beebe-Frankenberger, Margaret·2004·Journal of Educational Psychology

DOI 10.1037/0022-0663.96.3.471

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Abstract

This study identified cognitive processes that underlie individual differences in working memory (WM) and mathematical problem-solution accuracy in elementary school children at risk and not at risk for serious math difficulties (SMD). A battery of tests was administered that assessed problem solving, achievement, and cognitive processing in children in first (N = 130), second (N = 92) and third grades (N = 131). The results were that (a) younger children and children at risk for SMD performed poorer on WM and problem-solving tasks, as well as measures of math calculation, reading, semantic processing, phonological processing, and inhibition, than older children and children not at risk for SMD and (b) WM predicted solution accuracy of word problems independent of measures of fluid intelligence, reading skill, math skill, knowledge of algorithms, phonological processing, semantic processing, speed, short-term memory, and inhibition. The results support the notion that the executive system is an important predictor of children's problem solving.

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“Study participants scored highest on math operations subtests (addition and subtraction) and lowest on math problem solving and measurement subtests, which is typical among children with math difficulties (Swanson & Beebe-Frankenberger, 2004).”
Background
Title: Does Cognitive Strategy Training on Word Problems Compensate for Working Memory Capacity in Children with Math Difficulties?
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“…are important for developmentalists because working memory capacity is predictive of many other developmental functions, such as problem solving (Swanson and Beebe-Frankenberger, 2004), reading comprehension (Cain et al., 2004), mental arithmetic (Adams and Hitch, 1997), language development…”
Background
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Authors: Swanson, H. L., & Beebe-Frankenberger, M.
Affiliations: University of California, Riverside (US)
University of Montana (US)
ORCID: Swanson, H. Lee
Venue: Journal of Educational Psychology
Publisher: American Psychological Association (APA)
Published: 2004-09
Volume: 96
Issue: 3
Pages: 471-491
ISSN: 0022-0663 (ISSN-L)
1939-2176
DOI: 10.1037/0022-0663.96.3.471
OpenAlex: W1965873661
Cited by: 638
References: 91
Citations by year: 2026: 18 · 2025: 17 · 2024: 18 · 2023: 25 · 2022: 25 · 2021: 26 · 2020: 64 · 2019: 39 · 2018: 27 · 2017: 38 · 2016: 36 · 2015: 41 · 2014: 51 · 2013: 39 · 2012: 36
FWCI: 11.50
Type: journal article
Language: en
Open access: closed
Locations: Journal of Educational Psychology (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Cognitive and developmental aspects of mathematical skills
Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
Keywords: working memory, mathematical problem solving, vulnerable children, elementary school students, executive function, inhibition, phonological processing, semantic processing, age differences, individual differences

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

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