THE EFFECTS OF WORKING MEMORY TRAINING VS. METACOGNITIVE TRAINING ON MATH PERFORMANCE OF LOW ACHIEVING STUDENTS

Abstract

ABSTRACT. In the current study we investigated the efficiency of two different types of training on the mathematical performance of students with low achievement in Mathematics. We chose to select a direct training of domain-specific working memory and a training of metacognitive skills as applied to Mathematics. It seems that domain-specific working memory deficits are encountered in children with Math learning difficulties. Moreover, it seems also reasonable to consider a program that is based on metacognition, as many mathematical activities are approached in a systematic and algorithmic manner. Both programs were efficient in enhancing operation fluency in simple and complex math problems. Results can be used in the direction of adding to the behavioral profile of children with Math learning disabilities, but also in designing efficient intervention programs for poor Mathematicians.

Keywords

• math low achievers
• domain-specific working memory
• metacognition
• training
• prediction strategy
• evaluation strategy