Options
Working memory and numeracy training for children with math learning difficulties: Evidence from a large-scale implementation in the classroom
Citation
Muñez, D., Lee, K., Bull, R., Khng, K. H., Cheam, F., & Ridzuan Abdul Rahim. (2022). Working memory and numeracy training for children with math learning difficulties: Evidence from a large-scale implementation in the classroom. Journal of Educational Psychology, 114(8), 1866–1880. https://doi.org/10.1037/edu0000732
Abstract
We explored the challenges, limitations, and potential effectiveness of a large-scale computerized working memory and numeracy intervention in the classroom with children at risk of mathematical learning disabilities (n = 428, Mage = 83.85 months, 41% female). Children were assigned to four different treatment protocols (working memory [WM], working memory plus numeracy [NWM], numeracy [NUM], and active control [AC]) that were implemented as part of normally scheduled class activities for 1 year. Wide variability in training exposure highlighted the challenges of implementing an ecologically valid large-scale classroom intervention. The NUM and NWM intervention contributed to improvements in various early numeracy skills as well as math achievement after accounting for training exposure. Some of these effects emerged once the intervention concluded. However, the intervention failed to improve WM, which was likely due to insufficient training dosage in the practical setting. Findings suggest that combining both working memory and numerical skills training is worth further investigation. The study also provides evidence of challenges related to the implementation of training programs in real-life learning environments.
Date Issued
2022
Publisher
American Psychological Association
Journal
Journal of Educational Psychology
Project
OER 30/15 KL
Funding Agency
Ministry of Education, Singapore