role of inattention and poor working memory on the mathematical performance among children in elementary school: a mediation analysis

Abstract

Poor mathematical performance is a major issue for children with ADHD. The aim of this study is to assess the impact of attention deficit and hyperactivity in relation to mathematical performance. We probed (1) The relationship among the tendency of attention deficit, hyperactivity symptoms, working memory, and mathematical performance. (2) The mediated model of these variables. Seventy-eight students from three primary schools in Tainan, and Kaohsiung areas were recruited. Teachers filled in SNAP-IV questionnaires according to their observations of inattention, hyperactivity/impulsivity in school. The students received computerized working memory batteries and standardized mathematical tests. Inattention and hyperactivity are both related to poor mathematical performance. Inattention is negatively related to working memory and mathematical performance. Working memory plays a mediated role between inattention and mathematical performance. Poor working memory could be a mediator between inattention which is a core of ADHD tendency and poor mathematical scores. Mathematical performance in children with ADHD might be improved by improving working memory.

Keywords

• adhd symptoms
• mathematical performance
• snap-iv
• working memory