Εργαζόμενη μνήμη και μαθηματική ικανότητα παιδιών δημοτικού σχολείου

Περίληψη

The present study examined the contribution of the working memory on the formation of math performance of elementary school children. The participants were 74 pupils aged 6-12 years. Tasks measuring the arithmetic, visual and verbal working memory and tasks of mathematical competence (word problem solving, handling data, mental arithmetic and geometry - patterns – measures ), were used. The results showed that in addition to arithmetic, visual working memory was also been involved in the development of mathematical competence of the participants. Furthermore they were emerged the unique relations of all types of working memory with the types of mathematical tasks in each class.