Addressing the Role of Working Memory in Mathematical Word-Problem Solving When Designing Intervention for Struggling Learners

Autor/inn/en	Fuchs, Lynn; Fuchs, Douglas; Seethaler, Pamela M.; Barnes, Marcia A.
Titel	Addressing the Role of Working Memory in Mathematical Word-Problem Solving When Designing Intervention for Struggling Learners
Quelle	In: ZDM: The International Journal on Mathematics Education, 52 (2020) 1, S.87-96 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-019-01070-8
Schlagwörter	Short Term Memory; Mathematics Instruction; Problem Solving; Word Problems (Mathematics); Intervention; Learning Problems; Cognitive Processes; Learning Strategies; Capacity Building; Schemata (Cognition); Individual Differences + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Mathematics lessons; Mathematikunterricht; Problemlösen; Textaufgabe; Lernproblem; Cognitive process; Kognitiver Prozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cognition; Schema; Kognition; Individueller Unterschied
Abstract	The focus of this article is the well documented association between low working memory capacity and difficulty with mathematical word-problem solving. We begin by describing a model that specifies how various cognitive resources, including working memory, contribute to individual differences in word-problem solving and by then summarizing findings on the relation between working memory and word-problem solving. This sets the context for the article's main purpose and major section: to describe the findings of research studies that take one of two approaches for addressing the needs of students with low working memory within word-problem solving intervention. One approach focuses on "compensating" for working memory limitations; the other on "building" working memory capacity. We then suggest the need for research on integrating the two approaches by embedding working memory training within explicit word-problem solving intervention. [For the corresponding grantee submission, see ED595988.] (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01