EXPLORING THE RELATIONSHIP BETWEEN NUMBER CONCEPT AND WORKING MEMORY IN EDUCATION: A SYSTEMATIC REVIEW

Abstract

This study explores the intricate relationship between Working Memory (WM) and mathematical proficiency, particularly focusing on its implications for cognitive development and academic achievement. WM, responsible for the temporary storage and manipulation of information, is crucial in shaping mathematical skills and cognitive functions. However, there remains a gap in understanding how WM deficits impact students, particularly those with Learning Disabilities (LDs). The research examines three key themes: the role of WM in mathematical and cognitive skills, the influence of numeracy and number sense on mathematical achievement, and the impact of cognitive function on LDs and academic performance. To achieve this, we extensively searched scholarly articles from reputable databases such as Scopus, Web of Science, and Eric, focusing on studies published between 2022 and 2024. The flow of the study is based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. The database discovered (n = 20) that the final primary data was analyzed. The finding was divided into three themes: (1) WM and its roles in mathematical and cognitive skills, (2) numeracy, number sense, and mathematical achievement, and (3) cognitive functions, LDs, and academic achievement. Findings also reveal that WM plays a pivotal role in mathematical proficiency, with its components significantly influencing various cognitive and academic outcomes. Moreover, number sense is identified as a critical predictor of mathematical success, underscoring the need for early interventions. Lastly, the study highlights the challenges faced by students with LDs, where deficits in WM and related cognitive functions contribute to academic struggles. The research concludes that addressing WM deficits through targeted interventions could enhance mathematical performance and overall academic achievement, particularly for students with learning difficulties. These insights emphasize the necessity for educators and policymakers to integrate cognitive skill development into educational strategies, ensuring that students receive comprehensive support tailored to their cognitive needs.