Relationships between short-term memory, working memory and scholastic math skills in sixth graders

Several studies have shown that short-term memory, verbal working memory, and visuospatial working memory are involved in scholastic math skills like calculation (Mammarella et al., 2008), numerical knowledge (Holms et al., 2008, D'Amico & Lipari, 2009), problem-solving (Swanson & Bebe-Frakenberger, 2004, Giofrè, Mammarella & Cornoldi, 2014). This research aims to analyze the relationships between short-term memory, verbal working memory, visuospatial working memory and the specific scholastic abilities of numerical processing, calculation and problem solving, in the early phases of the secondary education. Evaluation tests for short-term memory, verbal working memory, visuospatial working memory, calculation abilities, numerical knowledge, arithmetic and geometric problem-solving were individually administered to participants. The data of forty-seven sixth graders (twenty-eight females and nineteen males) without diagnosis of cognitive and learning disabilities were analyzed. Results suggest a high impact of short-term memory in almost all mathematical abilities: numerical knowledge, mental calculation, arithmetic and geometric problem solving. Verbal working memory is also involved in various mathematical skills, such as numerical knowledge, mental calculation and arithmetic problem solving. Regarding the visuo-spatial working memory, the spatial component is involved in different mathematical skills both in calculation and in problem solving, while the visual component is involved in a very limited way.