Abstract

Research has highlighted the role of working memory and inhibition on the performance of pupils in mathematics. This study was an attempt to look into the relationship between executive function including working memory capacity and inhibition on the one hand and mathematical abilities on the other. 30 primary school students were selected from among the 4th graders, forming two groups of students with high achievement in mathematics (strong) and those with low achievement in mathematics (poor) with the closes possible reading ability and IQ. The two groups were compared with regards to working memory, which was measured via Wechsler intelligence test, and inhibition, which was measured using the Stroop test. The data collected for these measures were analyzed using ANOVA. The results of the T test showed that the poor group performance on inhibition and working memory was significantly lower than strong group. The findings indicate the importance of these actions (inhibition and working memory) on math performance of students.

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