This presentation will cover previous and current work on the relationship between working memory, problem solving, and mathematics disabilities funded by Institute for Education Science: Area of Cognition and Student Learning. I will also share results from longitudinal work on cognition and mathematics disabilities with students in elementary school (grades 1–5). Also to be presented is recent intervention work with elementary school children that links working memory capacity as a moderator variable to cognitive strategy training outcomes, specifically in the areas of remediating problem-solving deficits for children with mathematics disabilities.
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