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Fuchs, Lynn; Fuchs, Douglas; Seethaler, Pamela M.; Barnes, Marcia A.
ZDM, 04/2020, Volume: 52, Issue: 1Journal Article
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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