Cognitive correlates of individual differences in children's strategy use in single-digit addition and subtraction.

Components of working memory, the retrieval of (phonological) information from long-term memory and the ability to represent numerical magnitudes are considered important correlates of individual differences in mathematics and of mathematical difficulties (MD). Most studies on these cognitive correlates of individual differences in mathematics have looked at mathematics performance as measured through general standardized achievement tests. These tests typically assess a broad variety of mathematical abilities, each of which may have different cognitive correlates. A general standardized test does not allow a scrutinized examination of the cognitive correlates of these various math skills. The present project will therefore investigate the cognitive correlates of one crucial aspect of mathematical development in children, that is strategy use in single-digit addition and subtraction.

Keywords:Strategy use, Arithmetic, Working memory, Numerical magnitudes

Disciplines:Orthopedagogics and special education