This reduction in working memory capacity caused a sharp increase in reaction time and errors when mental addition was performed simultaneously with a memory-loading task. Working memory is a system with limited capacity. When a mathematical task requires actively processing or keeping too much information in a child's memory, there will be a loss of information and, consequently, poor performance. Children with dyscalculia have critical working memory problems, especially with visuospatial memory (Szucs et al, 201).

To make it easier for children with this type of problem to perform the proposed mathematical exercises in class, it is necessary to develop intervention programs designed to avoid information overload in the working memory. As we will see in future publications, different activities can be carried out to promote mathematical learning opportunities in children with limited working memory capacity. Dyslexics often have difficulty remembering the instructions and learning sequences they hear. This hampers their ability to sequence and plan sequential steps, as they may not be able to retain auditory information long enough to process it.

In terms of mathematics, a student may not be able to remember the elements of word problems long enough to perform an operation. You may know that you need to subtract one value from another, but you may not be able to keep those numbers in your head long enough to hear the whole word problem. This does not imply that a low digit interval correlates with dyscalculic memory; however, the limitations of auditory memory will make it difficult to use certain mathematical strategies and related procedures. Students with slower processing speeds or executive function problems are usually no different from their peers when it comes to proficiency in mathematics in first and second grade; however, when faced with multi-step calculations on elementary school exams, their grades drop because they lack the skills needed to produce organized and efficient results.

Ullman and Evans say that learning mathematics probably depends on the brain's two main learning and memory systems: not just procedural memory, but also declarative memory, where conscious knowledge is learned. To date, several other explanations for mathematical disability have been suggested, such as deficits in short-term spatial memory, which could cause difficulties in considering numbers. Difficulties within a single cognitive domain that is required for mathematics will make it difficult for children to perform mathematical calculations. Many struggling math students can improve their memory of processing steps by naming each step of a mathematical process as it is done.

Knowing which high school students have high levels of master's degree could help teachers try to avoid the vicious cycle that is triggered when anxiety leads to avoiding situations involving mathematical tasks. Evidence suggests that when procedural memory is altered, children may have math problems, dyslexia, or developmental language disorders, although declarative memory often compensates to some extent, Ullman says. Math anxiety seems to have a direct influence on cognitive processing, since it not only affects WM, but also causes children with HMA to perform less than children with AML on mathematical tasks. However, Evans says that other accounts do not usually explain mathematical disability in terms of underlying brain structures, although the disorder must ultimately depend on aberrations in the brain.

The purpose of this review is to evaluate current information on the nature of the relationship between working memory and mathematics provided by these four approaches, and to present some of the outstanding questions for future research. This pattern of results is consistent with the ACT model proposed by Eysenck and Calvo (1999), which confirms that mathematical anxiety interferes with the efficient functioning of the goal-directed care system, reducing attention control, specifically in tasks related to mathematics. The article, in a special issue on reading and mathematics in Frontiers in Psychology, proposes that mathematical disability is due to abnormalities in the areas of the brain that support procedural memory. This longitudinal study analyzes whether selected components of executive function (EF) measured during the preschool period predict various indices of mathematical achievement in elementary school.

For example, since pressure can affect the math performance of students with HMA, teachers should avoid time restrictions for students who earn high levels of master's degree; in addition, teachers should provide students with feedback on the accuracy of their answers, since previous findings showed that concerns tend to increase after negative feedback and decrease after positive feedback (Daniels and Larson, 200). When the load was high, viewers watching an English class relied more on meaningful captions than when they watched a math class. . .