The Relationship Between Working Memory Performance and Number Sense Skills in Primary School

İngilizce (OpenAlex)

Working memory and number sense are two cognitive factors thought to contribute considerably to mathematical growth. Working memory is defined as a functional component of cognition that helps people to remember prior experiences, learn new things, solve problems, develop, associate, and act on present goals. Number sense is defined as a person's capacity to apply their general understanding of numbers and operations to make mathematical decisions and devise various operational methods. The purpose of this study is to evaluate the levels of working memory capacities and number sense abilities among primary school pupils, as well as to investigate the link between working memory capacities and number sense skills. We designed this study using a relational research approach. The study's sample comprises 105 elementary school children enrolled in a primary school. We collected data for the study using the Working Memory Scale and the Number Sense Test. The data were analyzed using a statistical software package. The results revealed that there was no significant difference between students' working memory and gender, as well as number sense skills and gender. The results show that there is a considerable difference in the scores pupils earn on the working memory scale based on their grade level. This difference is evident between first, second, third, and fourth grades. Similarly, kids' number sense skills and grade levels differed significantly between the second and fourth grades. Finally, researchers discovered a strong and moderate link between students' number sense skills and working memory performance.