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Young pupils and national testing: cognitive implications for learning in mathematics
Umeå University, Faculty of Social Sciences, Department of applied educational science. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Social Sciences, Department of Education.
Umeå University, Faculty of Social Sciences, Department of Psychology.
2011 (English)Conference paper, Poster (Refereed)
Abstract [en]

Too many pupils in Sweden fail to achieve the syllabus goals in mathematics. Consequently different political initiatives have been introduced, including a recent reform that involves mandatory national examinations in mathematics for grade 3 pupils. However, a well functioning working memory capacity can be regarded as a crucial component for mathematical ability.The aim of this study was to examine the relationship between working memory capacity and mathematical performance measured by the national curriculum assessment in third-grade children (n=40). The national tests concerned six subareas within mathematics.The results showed that working memory could be deemed as a predictor for the overall mathematical ability. Thus, the significance of working memory contributions varied for the different mathematical domains assessed. We suggest that individual abilities such as working memory are important to take into consideration for the educational system with regard to learning. Cognitive implications for educational practice are discussed.

Place, publisher, year, edition, pages
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Educational Sciences
URN: urn:nbn:se:umu:diva-45773OAI: diva2:434940
Poster presentation at the 5th International Conference on Memory (ICOM5), 31st July-5th August 2011, University of York, UK.
Poster presentationAvailable from: 2011-08-16 Created: 2011-08-16 Last updated: 2012-04-24Bibliographically approved

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Nyroos, MikaelaWiklund-Hörnqvist, Carola
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