The mathematical word problem-solving performance gap between children with and without math difficulties: does working memory mediate and/or moderate treatment effects?

Learning Objectives:

1. Describe the extent to which working memory moderated and/or mediated strategy treatment outcomes for children with and without math disabilities.

2. Describe several different interpretations regarding the role of working memory on mathematical word problem performance.

Swanson, H. L., Orosco, M. J., & Reed, D. K. (2024). The mathematical word problem-solving performance gap between children with and without math difficulties: does working memory mediate and/or moderate treatment effects? Child Neuropsychology, 31(3), 391–427. https://doi.org/10.1080/09297049.2024.2382202

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