In the last decades a large body of literature has examined the role of domain-general and domain-specific precursors of mathematical learning disability and some studies confirmed that some abilities of kindergartners can predict later mathematical achievement outcome (Mazzocco & Thompson, 2005; Passolunghi & Lanfranchi, 2012; Krajewski & Schneider, 2009; De Smedt et al., 2009). The present study examines the possibility to enhance working memory abilities of kindergartners using a specific working memory training and to verify if the memory gain leads to a enhancement of pre-mathematical knowledge. The treatment used focuses on activities designed to enhancement of working memory abilities with special attention to metacognitive and motivational aspects. The results showed a significant treatment effect: the working memory training used, brought to improvements in outcome tasks measuring working memory and mathematical abilities. In particular, there was a significant treatment effect for all active working memory tasks that involve both storage and manipulation of information.

Memory and metacognitive strategies in mathematical learning

PASSOLUNGHI, MARIA CHIARA
2012

Abstract

In the last decades a large body of literature has examined the role of domain-general and domain-specific precursors of mathematical learning disability and some studies confirmed that some abilities of kindergartners can predict later mathematical achievement outcome (Mazzocco & Thompson, 2005; Passolunghi & Lanfranchi, 2012; Krajewski & Schneider, 2009; De Smedt et al., 2009). The present study examines the possibility to enhance working memory abilities of kindergartners using a specific working memory training and to verify if the memory gain leads to a enhancement of pre-mathematical knowledge. The treatment used focuses on activities designed to enhancement of working memory abilities with special attention to metacognitive and motivational aspects. The results showed a significant treatment effect: the working memory training used, brought to improvements in outcome tasks measuring working memory and mathematical abilities. In particular, there was a significant treatment effect for all active working memory tasks that involve both storage and manipulation of information.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11368/2835868
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