Thus, this study aimed to examine whether spatial processing (mental rotation, paper folding, and the Corsi blocks test) and logical reasoning (abstract and concrete syllogisms) were correlated with mathematical problem-solving (word problems and geometric proofing) for college students. Students' ability to solve mathematical problems is a standard mathematical skill however, its cognitive correlates are unclear. However, they also amply demonstrate that the relations between working memory and math are complex and likely depend on several factors including, but not limited to: age, skill level, language of Research on working memory and math across experimental, math disability, and cross-sectional and longitudinal developmental studies reveal that working memory is indeed related to mathematical performance in adults and in typically developing children and in children with difficulties in math. These studies investigate specific executive processes such as updating, inhibitory control, and attention switching in relation to math, in Conclusions and future directions One type of study that may be particularly important for understanding potentially causal and/or supporting roles for working memory in mathematical cognition and development are longitudinal studies that either relate growth in executive processes such as working memory to math outcomes or relate early executive processes to growth in mathematical skills. Other studies among typically achieving individuals and children with math difficulties seek to relate working Longitudinal studies of working memory and math Several studies examine the relationship between working memory and mathematical skills, but do so taking other academic and cognitive factors into account in order to better isolate the contribution of working memory to mathematical outcomes and mathematical development. The reader is referred to Table 1 for summary information on several of the studies discussed in this section. It has recently been Working memory and mathematical learning and performance: how specific are these relationships? These studies address the relation of working memory and math by asking whether children at the lower ends of the distribution in math have co-occurring deficits in working memory. The next section reviews individual difference studies that compare working memory performance in children with and without difficulties in math. Individual difference studies are commonly found in the child and disability literatures and to a much lesser extent in the adult cognitive literature. Secondary tasks are chosen to represent different components of the proposed working memory system for example, verbal tasks, such as articulating Working memory in children with math difficulties Dual task experiments involve the performance of a criterion task (e.g., solving simple arithmetic problems) while simultaneously performing a secondary task (e.g., articulating syllables). The role of working memory in simple arithmetic or in any particular cognitive task can be directly examined during on-line performance using dual task methods. Section snippets Experimental investigations of working memory and mathematical processing The goal of this review is to evaluate current information on the nature of the relationship between working memory and math provided by these four approaches, and to present some of the outstanding questions for future research. This paper reviews four approaches that address the relation of working memory and math: 1) dual task studies establishing the role of working memory during on-line math performance 2) individual difference studies examining working memory in children with math difficulties 3) studies of working memory as a predictor of mathematical outcomes and 4) longitudinal studies of working memory and math. Despite the potential relevance of a relation between working memory and math for understanding developmental and individual differences in mathematical skills, the nature of this relationship is not well-understood. Working memory refers to a mental workspace, involved in controlling, regulating, and actively maintaining relevant information to accomplish complex cognitive tasks (e.g.
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