The Relationship Between Visuo-spatial Working Memory And Mathematics Achievement Of High-grade Pupils In Primary Schools

Visuo-spatial working memory is an important part of working memory.It mainly receives visuo-spatial information from sensory memory or long-term memory and stores it temporarily.Previous studies have found that students with excellent mathematics performance often have good visuo-spatial working memory,which is an important factor affecting mathematics academic achievement.However,the underlying mechanism of how visuo-spatial working memory affects students' mathematics achievement is not clear.The senior grade of primary school is an important turning point in mathematics learning.The problem representation ability formed in this stage is of great significance to students' future mathematics learning.In this study,three factors related to mathematics learning,problem representation ability,symbolic magnitude representation and geometric intuition,are used as mediating variables to establish the relationship model between visuo-spatial working memory and mathematics academic achievement,so as to explain the mechanism of visuo-spatial working memory's influence on students' mathematics academic achievement.The results of the study can not only enrich the theoretical models of mathematics learning,but also help to develop innovative mathematics guidance programs.In this study,269 senior primary school students were taken as subjects,and the number size comparison paradigm,geometric intuitionistic paradigm and test questionnaire composed of application questions were used as research tools.Independent sample t-test,correlation analysis,intermediary effect test,path analysis and other statistical methods were used to explore the relationship between visuo-spatial and mathematics academic achievement,and to analyze visuo-spatial and the effects of symbolic quantity representation,geometric intuition and problem representation on the multiple mediating models between visuo-spatial working memory and mathematical academic achievement were compared.The conclusion of this study is as follows:(1)The ability of visuo-spatial working memory,symbolic magnitude representation,geometric intuition(the principle of cultural media in geometric intuition)and problem representation of the fourth and fifth grade primary school students all increased with the growth of the grade.At the same time,there are still digital distance effect and quantitative effect in the representation of symbol quantity;(2)Visuo-spatial working memory has significant correlation with symbolic magnitude representation,geometric intuition,problem representation ability and mathematics academic achievement;(3)Visuo-spatial working memory can directly have a positive impact on mathematics academic achievement,and it can also affect the mathematics academic achievement of senior primary school students through a single intermediary role of symbolic quantity representation,geometric intuition and problem representation ability;(4)Students' symbolic quantity representation ability will be affected by the visuo-spatial working memory,but it is no longer a limiting factor for the development of students' mathematics academic achievement.(5)Problem representation ability and geometric intuition ability are the important factors that affect students' mathematics academic achievement.Both of them have the similar effect amount of intermediary effect,and the cumulative effect amount is up to 57.53%.