The influence of memory updating and number sense on junior high school math attainment

Miao Hsuan Yen; Cheng Ching Han; Pei Chi Yu; Tsung Han Yang; Daniele Didino; Brian Butterworth; Nai Shing Yen

doi:10.1016/j.lindif.2017.01.012

The influence of memory updating and number sense on junior high school math attainment

Miao Hsuan Yen, Cheng Ching Han, Pei Chi Yu, Tsung Han Yang, Daniele Didino, Brian Butterworth, Nai Shing Yen^*

^*此作品的通信作者

科學教育研究所

研究成果: 雜誌貢獻 › 期刊論文 › 同行評審

4 引文斯高帕斯（Scopus）

摘要

The present study investigated the development and influence of working memory abilities (WM) and number sense (NS) on mathematics achievement in junior high school students (grades 7–9, N = 267). Math achievement was measured by three sectional examinations in a semester, NS was indicated by an approximate numerosity system task, and WM was assessed by a battery of four tasks. Developmental trends in both WM and NS task scores were observed. Memory updating (MU) in the WM tasks was found to be dominant in predicting math achievement in correlation and regression analyses. A similar pattern was observed for separate analyses across grade levels, except that in grade 7 a significant unique contribution of NS to math was observed after taking MU into account. The findings suggest that WM ability (especially that used in MU task) had greater influence on math achievement than NS.

原文	英語
頁（從 - 到）	30-40
頁數	11
期刊	Learning and Individual Differences
卷	54
DOIs	https://doi.org/10.1016/j.lindif.2017.01.012
出版狀態	已發佈 - 2017 2月 1

ASJC Scopus subject areas

社會心理學
教育
發展與教育心理學

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10.1016/j.lindif.2017.01.012

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abstract = "The present study investigated the development and influence of working memory abilities (WM) and number sense (NS) on mathematics achievement in junior high school students (grades 7–9, N = 267). Math achievement was measured by three sectional examinations in a semester, NS was indicated by an approximate numerosity system task, and WM was assessed by a battery of four tasks. Developmental trends in both WM and NS task scores were observed. Memory updating (MU) in the WM tasks was found to be dominant in predicting math achievement in correlation and regression analyses. A similar pattern was observed for separate analyses across grade levels, except that in grade 7 a significant unique contribution of NS to math was observed after taking MU into account. The findings suggest that WM ability (especially that used in MU task) had greater influence on math achievement than NS.",

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AU - Yu, Pei Chi

AU - Yang, Tsung Han

AU - Didino, Daniele

AU - Butterworth, Brian

AU - Yen, Nai Shing

N1 - Funding Information: This work was partially supported by grants (NSC 99-2511-S-004-001-MY3) from the National Science Council of Taiwan. Daniele Didino was supported by the project “Evaluation and enhancement of social, economic and emotional wellbeing of older adults”, under the agreement No. 14.Z50.31.0029, Tomsk Polytechnic University. Publisher Copyright: © 2017

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N2 - The present study investigated the development and influence of working memory abilities (WM) and number sense (NS) on mathematics achievement in junior high school students (grades 7–9, N = 267). Math achievement was measured by three sectional examinations in a semester, NS was indicated by an approximate numerosity system task, and WM was assessed by a battery of four tasks. Developmental trends in both WM and NS task scores were observed. Memory updating (MU) in the WM tasks was found to be dominant in predicting math achievement in correlation and regression analyses. A similar pattern was observed for separate analyses across grade levels, except that in grade 7 a significant unique contribution of NS to math was observed after taking MU into account. The findings suggest that WM ability (especially that used in MU task) had greater influence on math achievement than NS.

AB - The present study investigated the development and influence of working memory abilities (WM) and number sense (NS) on mathematics achievement in junior high school students (grades 7–9, N = 267). Math achievement was measured by three sectional examinations in a semester, NS was indicated by an approximate numerosity system task, and WM was assessed by a battery of four tasks. Developmental trends in both WM and NS task scores were observed. Memory updating (MU) in the WM tasks was found to be dominant in predicting math achievement in correlation and regression analyses. A similar pattern was observed for separate analyses across grade levels, except that in grade 7 a significant unique contribution of NS to math was observed after taking MU into account. The findings suggest that WM ability (especially that used in MU task) had greater influence on math achievement than NS.

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KW - Number sense

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The influence of memory updating and number sense on junior high school math attainment

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