Relatie tussen werkgeheugen en getalbegrip

Abstract

This study examined the relationship between the working memory and number sense. Less is known about the development of number sense and the factors that are involved. The aim of the present study is to gain more knowledge about which variables are related to number sense so that interventions can be targeted at children who are at higher risk for developing mathematical problems. Different tasks were used to measure updating, inhibition, shifting and number sense for a group of 272 Dutch students who were in de first or second year of kindergarten. Grow could be measured. There were two measeringmoments. The results show that there is a significant relationship between the working memory, the executive functions, and number sense. The executive functions were also a significant predictor of the development of number sense. Children who are able to process information and are in control of their inhibition are likely to receive higher mathematical achievements. Shifting between strategies and tasks are less important in mathematical development.