Abstract
Research has highlighted the role of working memory and inhibition on the performance of pupils in mathematics. This study was an attempt to look into the relationship between executive function including working memory capacity and inhibition on the one hand and mathematical abilities on the other. 30 primary school students were selected from among the 4th graders, forming two groups of students with high achievement in mathematics (strong) and those with low achievement in mathematics (poor) with the closes possible reading ability and IQ. The two groups were compared with regards to working memory, which was measured via Wechsler intelligence test, and inhibition, which was measured using the Stroop test. The data collected for these measures were analyzed using ANOVA. The results of the T test showed that the poor group performance on inhibition and working memory was significantly lower than strong group. The findings indicate the importance of these actions (inhibition and working memory) on math performance of students.
Highlights
The teaching of mathematics is a primary objective of schooling
In the light of contradictory results on the relative importance of different executive functions and math performance, the present study investigated the role played by the working memory and inhibition in math performance in a group of grade 4 students, while controlling for intelligence and reading comprehension
Learning mathematics effectively and through a little effort is among the basic skills which are practiced in the first years at school
Summary
The teaching of mathematics is a primary objective of schooling. Problems in learning mathematics generally appears in primary school and can persist to high school (Gersten, Jordan, & Flojo, 2005). Studies have identified three main factors that influence math performance: (1) cognitive, (2) metacognitive (self-regulated learning and self-checking), and (3) motivational (Montague & Applegate, 1993) These factors are a part of the broader set of executive functions children require for learning at school (Blair, Zelazo, & Greenberg, 2005; McCloskey, Perkins, & Van Divner, 2008) and conducting daily activities (Zelazo et al, 2003). Vol 8, No 3; 2019 abilities have a significant relationship with performance of executive functions including inhibition, movement, and working memory. In the light of contradictory results on the relative importance of different executive functions and math performance, the present study investigated the role played by the working memory and inhibition in math performance in a group of grade 4 students, while controlling for intelligence and reading comprehension
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