Het werkgeheugen en getalbegrip bij kleuters

Abstract

Aim In literature both numeracy and working memory are seen as predictors of mathematic skills. However there is little known about the relation between these predictors and even less particular for children without formal math education. In line with the model of Baddeley (1992) verbal working memory and visual-spatial memory are separated. The aim of the current study is to investigate whether there is a relation between numeracy and working memory in young children. Method To answer this question 61 children of two different schools have been tested with three different tests. To measure numeracy the Utrechtse Getalbegrip Toets Revised (UGT-R) is used. Cijferreeksen and the Knox Blokkentest are used to measure working memory. A Pearson-correlation is used to conclude if there is a relation between the two variables. Results It is shown that there is a significant correlation between working memory and numeracy in young children. However, there is a difference in correlation between verbal working memory and visual-spatial in numeracy for both age and school. Conclusion This study shows a relation between working memory and numeracy in young children, but also highlights the difference in relation when both components (verbal working memory and visual-spatial working memory) are separated. Findings illustrate the importance of other explanations for the relation between visual-spatial working memory and numeracy. Other directions for future research are discussed.