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Degree

Specialist in Education, Miami University, Educational Psychology, 2012.

Abstract

This study examined the effectiveness of a working memory intervention, Cogmed, in reducing mathematics anxiety in elementary students from an urban district. Mathematics anxiety, working memory, and mathematics performance were measured using the Mathematics Anxiety Rating Scale - Elementary (Suinn, Taylor, & Edwards, 1988), three subtests from the Wechsler Intelligence Scale for Children-Fourth Edition (Wechsler, 2003), and the Calculation subtest from the Woodcock-Johnson Psychoeducational Battery – Third Edition (Woodcock, McGrew & Mather, 2001) respectively. Results showed a significant correlation between working memory and mathematics performance. Significant increases in working memory and mathematics performance were found after the completion of the working memory intervention. No significant reductions in mathematics anxiety were found. These results indicate that stronger working memory is associated with higher mathematics performance, which was further supported by the significant gains achieved in participants’ working memory capacities and mathematics performance after completion of the working memory intervention.

Keywords

math anxiety; working memory; math performance; Cogmed

Committee / Advisors

Michael Woodin, PhD (Advisor)
Nelda Cambron-McCabe, PhD (Committee Member)
Iris Johnson, PhD (Committee Member)
Raymond Witte, PhD (Committee Member)

Document number: miami1302371469
Permalink: http://rave.ohiolink.edu/etdc/view?acc_num=miami1302371469

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