工作記憶與兒童的數學學習

Working Memory and Children’s Mathematics Learning

許多發展研究顯示兒童的數學學習與其工作記憶有密切關連，其中工作記憶的評量可用於預測兒童數學成就的高低，也可用於篩選有數學障礙風險的兒童。本文對工作記憶與兒童數學學習的研究作一簡短回顧，並探討相關的議題，包括工作記憶的理論模型和研究方法（尤其是工作記憶的結構及評量方式），工作記憶在認知發展理論中的角色，以及兒童數學學習與具有範疇一般性的工作記憶和具有範疇特殊性的基本數量能力之間的關連。本文最後對於進行相關研究和解讀研究結果提出一些建議，供研究者及實務工作者參考。

Numerous studies have demonstrated a link between children’s working memory and the outcome of their mathematics learning. Assessment of working memory capacity has been found to be predictive of children’s mathematics achievement and can be used to screen children who are at risk for difficulties in mathematics learning. This article provides a brief review of current developmental research in working memory and children’s mathematics learning, and discusses several relevant issues, including the theoretical models and empirical methods used in working memory research (especially the functional organization and assessment of working memory), the role of working memory in the general theories of cognitive development, and the contribution of working memory to the acquisition and mastery of mathematics skills as a domain-general mechanism (rather than a domain-specific early quantitative ability to represent and operate over approximate numerical magnitudes). This article concludes with a number of suggestions for researchers and practitioners on conducting research and interpreting relevant research findings.