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.
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Acknowledgements
This research was supported by Grant R305A150200 from the U.S. Department of Education’s Institute of Education Sciences. The content is solely the responsibility of the authors and does not necessarily represent the official views of the Institute of Education Sciences or the U.S. Department of Education.
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Fuchs, L., Fuchs, D., Seethaler, P.M. et al. Addressing the role of working memory in mathematical word-problem solving when designing intervention for struggling learners. ZDM Mathematics Education 52, 87–96 (2020). https://doi.org/10.1007/s11858-019-01070-8
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DOI: https://doi.org/10.1007/s11858-019-01070-8