ABSTRACT
This chapter focuses on the relation between these cognitive manifestations of SLD-math and the roles of Working Memory (WM) and other components of Executive Function (EF) skills. Working Memory involves the active mental storage and manipulation of information subject to capacity constraints. The most obvious impact specific to SLD-math is on mathematics achievement, but all facets of this impact may not be immediately apparent. The chapter summarizes the remaining points of debate reflect the complexity of mathematical thinking and achievement as quantifiable, measurable constructs. In view of the essential role of WM and EF skills in mathematics tasks, debates continue regarding the relative overlap of Working Memory components and mathematical skills, and how they vary depending on age, target mathematical tasks, and mathematical ability level. Despite SLD-math has emerged as a focus of intervention studies, there are several promising lines of research to inform possible SLD-math interventions.
