Working memory, reasoning and geometrical achievement

Geometrical achievement represents an important part of the school curriculum in many countries (see OECD 2007) and one of the major areas of mathematical learning together with calculation and arithmetic problem-solving. However the cognitive processes that are involved in geometry and those that affect academic achievement have not been studied in detail. In previous studies, we found that complex VSWM tasks, that require maintenance and manipulation of visual information, were related with academic achievement in geometry. However this relationship was not systematically studied. In the present research we aimed to extend this finding and provide a more clear description of the relationship between working memory, reasoning, and geometrical achievement. We administered a battery of tests to a large group of children aged between 8 and 9 years. The battery included tests assessing the following abilities: reasoning (Raven Coloured Progressive Matrices, Primary Mental Abilities Verbal and Reasoning), short term memory (both verbal and visuospatial), active working memory (both verbal and visuospatial) geometry (Declarative knowledge, Geometrical problem solving, intuitive geometry). The relationships among reasoning, working memory, and geometry will be illustrated and discussed.