05 JANUARY 2018
Why is working memory important for mathematics learning?
In the latest espresso article from Cambridge Mathematics, Lucy Rycroft-Smith, Camilla Gilmore and Lucy Cragg consider the evidence around working memory in mathematics learning.
Working memory is important as it limits the amount of information that students can hold in their minds. Students who struggle with mathematics may have difficulties with working memory which explains 25% of differences in mathematical outcomes.
What’s an Espresso?
Each month Cambridge Mathematics bring you an Espresso – a small but intense draught of filtered research on mathematics education, expressly designed with teachers in mind. Each Espresso considers one particular issue in mathematics education, and how the latest good-quality research can provide helpful guidance or further reading. Perfect with a biscuit; sip gently and combine with a drop of professional judgement for a benevolent stimulant effect.
Who are Cambridge Mathematics?
Cambridge Mathematics is an organisation rethinking support for curriculum design in mathematics, partnered with Cambridge University Faculty of Education, Faculty of Mathematics, Cambridge Assessment and Cambridge University Press. We are developing a flexible and interconnected digital Framework to help reimagine mathematics education.
Our design process is transparent, collaborative and research- and evidence-informed. We think mathematics learning 5-19 can be more connected and coherent and we are providing a structure to make this happen. We are working with specialists in mathematics education all over the world and expect to have an initial version ready by 2020.
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