Chapter Three
It is clear from Chapter Three that working memory is linked to learning. The authors state that measures of working memory capacity are excellent predictors of children’s academic attainments, especially in Math.
Let’s devote this chapter’s discussion to Math. What are we doing that we should continue to do? What should we change? What can we do to support low working memory in math class? Can we make the way we teach math more consistent from teacher to teacher and grade level to grade level? If we were to support all children’s needs in Math class, what would such a program look like?
You are free to discuss any or all of the questions posed, or even pose one of your own.
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