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It is assumed that children’s performance in mathematical abilities is influenced by several factors such as working memory (WM), verbal ability, intelligence, and socioeconomic status. The present study explored the contribution of those factors to mathematical performance taking a componential view of both WM and mathematics. We explored the existing relationship between different WM components (verbal and spatial) with tasks that make differential recruitment of the central executive, and simple and complex mathematical skills in a sample of 102 children in grades 4–6. The main findings point to a relationship between the verbal WM component and complex word arithmetic problems, whereas language and non-verbal intelligence were associated with knowledge of quantitative concepts and arithmetic ability. The spatial WM component was associated with the subtest  Series , whereas the verbal component was with the subtest  Concepts . The results also suggest a positive relationship between parental educational level and children’s performance on  Quantitative Concepts . These findings suggest that specific cognitive skills might be trained in order to improve different aspects of mathematical ability.

Disentangling the effects of working memory, language, parental education, and non-verbal intelligence on childrenâ€™s mathematical abilities