Working memory is an important cognitive system that supports the development of many learning activities, among them, mathematics. The article discusses if the difficulties in mathematics are associated with problems in specific components of working memory, or are related to a general deficit of the system, considering the model proposed by Baddeley and Hicht. It analyzes the diversity found in research results linking working memory to mathematics difficulties, pointing out possible reasons for this situation. It discusses the role that working memory plays in learning mathematics emphasizing that this ability is directly linked to other cognitive processes that are also fundamental to proper mathematical performance, such as processing speed and the recovery of arithmetic facts from long-term memory. The development of more research relating working memory to learning difficulties in mathematics is essential because it enables progress in the processes of prevention and intervention.
Working Memory; Learning Difficulties; Mathematics
