Addressing the role of working memory in mathematical word-problem solving when designing intervention for struggling learners
Addressing the role of working memory in mathematical word-problem solving when designing intervention for struggling learners
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DOI：
10.1007/s11858-019-01070-8
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发表时间：
2020-04-01
影响因子：
3
通讯作者：
Barnes, Marcia A.
中科院分区：
文献类型：
--
作者：
Fuchs, Lynn;Fuchs, Douglas;Barnes, Marcia A.
这篇文章的重点是有据可查的低工作记忆容量和数学应用题解决困难之间的联系。我们开始通过描述一个模型，说明各种认知资源，包括工作记忆，有助于在应用题解决的个体差异，然后总结工作记忆和应用题解决之间的关系的研究结果。这为文章的主要目的和主要部分设置了背景：描述研究的结果，这些研究采取两种方法之一来解决工作记忆低的学生在单词问题解决干预中的需求。一种方法侧重于弥补工作记忆的局限性;另一种方法则侧重于建立工作记忆容量。然后，我们建议有必要通过将工作记忆训练嵌入到外显的单词问题解决干预中来整合这两种方法。
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.