B-26 * Visual Sequencing and Global Attention Influences on Mathematics Learning

Abstract

OBJECTIVE: Previous researchers have discussed visual/spatial working memory in relation to math learning, but findings have been inconsistent. Studies to date have not included sustained visual attention as a control, which might remove variance attributable to global processes. The current study examined the contribution of visual sequencing memory on calculation with sustained visual attention (and reading achievement) controlled in a sample of children enrolled in general education classrooms. METHOD: 51 children (ages 6-14, mean age = 10.1) completed WJ-III Calculation subtest, TOWRE, WRAML Finger Windows, and TOVA visual. Regression analyses testing the influence of Finger Windows on Calculation with reading and TOVA omissions controlled was conducted. RESULTS: Overall, the model including all variables accounted for 33.8% of the variance in mathematics calculation (R(2) = .338, p