[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593247-105":59,"doc-detail-593247-en":134},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":127,"head_meta":129,"extra_data":131,"updated_unix":133},105,"en","teaching-mathematics-based-on-integrating-reading-strategies-and-working-memory-in-elementary-school","Teaching Mathematics based on Integrating Reading Strategies and Working Memory in Elementary School","","Study evaluating integrative instruction combining reading strategies with working memory to strengthen basic mathematics and story problem-solving in elementary students. A quasi-experimental pretest-posttest design involved 50 second graders from Chahashk Shandiz village (2020-2021), randomly assigned via cluster sampling into experimental and control groups. The experimental group received a two-step cellphone-software virtual training over 20 sessions. Colored Progressive Matrices (1956) and researcher-made tests measured outcomes. Results showed improved basic math skills (effect size 0.67; P\u003C0.001) and better story-problem solving, with no impact on arithmetic operations.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-mathematics-based-on-integrating-reading-strategies-and-working-memory-in-elementary-school/593247/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-mathematics-based-on-integrating-reading-strategies-and-working-memory-in-elementary-school/593247.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study investigating about mathematics learning?","Question",{"text":112,"@type":113},"The study examines whether integrative teaching of reading strategies and working memory improves basic math and story problem-solving skills in elementary students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the intervention delivered and to whom?",{"text":117,"@type":113},"The intervention was delivered through a cellphone-software virtual education program in two steps. Fifty second graders were divided into experimental and control groups, and the experimental group completed 20 sessions.",{"name":119,"@type":110,"acceptedAnswer":120},"What assessment tools were used to collect data?",{"text":121,"@type":113},"Colored Progressive Matrices (1956) and researcher-made tests for story problem-solving and arithmetic skills were used to collect the data.",{"name":123,"@type":110,"acceptedAnswer":124},"What were the key results regarding math skills and arithmetic operations?",{"text":125,"@type":113},"Integrative teaching enhanced basic math skills (effect size 0.67; P\u003C0.001) and improved problem-solving, but it did not affect arithmetic operations skills.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},593247,1792171151,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149,"preview_page_count":4},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Teaching Mathematics based on Integrating Reading Strategies and Working Memory in Elementary School  \nBy Farideh Hamidi∗, Shokoofeh Soleymani ±, Sara Dazy • &  \n°  \nMaryam Meshkat  \nThis study strived to determine the effectiveness of integrative teaching of reading strategies and working memory on basic math and problem-solving skills. It is a quasi-experimental pretest-posttest study carried out on 50 secondgraders from Chahashk Shandiz village in the academic year of 2020-2021 who were randomly selected by cluster sampling and randomly divided into experimental and control groups. The intervention was performed by cellphone software through virtual education in two steps. The experimental group underwent integrative training for 20 sessions, but the control group did not receive any intervention. Colored Progressive Matrices (1956) and a researchermade story problem-solving and arithmetic skills test were used to collect data.  \nDescriptive statistics (mean and standard deviation) and one-way multivariate analysis of covariance were used to analyze the data. The results showed that the integrative teaching of reading strategies and working memory enhanced the basic math skills, with an effect size of 0.67 in second-grade elementary students (P\u003C0.001). According to the results, integrative teaching improved students' problem-solving skills but did not affect their skills in arithmetic operations. Therefore, second-grade elementary teachers can use this method to enhance their story problem-solving skills.  \nKeywords: integrative teaching, reading strategies, working memory, basic math skills  \nIntroduction  \nWhenever political and educational leaders speak or write about how the economic success of nations depends on the academic success of their students, the focus turns to mathematics (Pellegrini, Lake, Inns, & Slavin, 2018). Basic math skills the prerequisites for learning and understanding math (FernandezAbella et al., 2019) . Mathematics education faces two crucial challenges. Firstly, more than half of the world’s children do not currently learn the essential numerical skills needed for independent living in modern societies. Second, there are millions of children who need guidance and extra attention to learn, even in a good learning environment (Rasanen, Haase, & Fritz, 2019).  \nBasic mathematics refers to a wide range of basic concepts such as counting (like 1,2,3); quantity (more and less); shapes (circle, square, etc.); spatial relationships (up and down); size (long, short, larger and smaller); pattern discovery (Patterson,  \n∗Associate Professor, Shahid Rajaee Teacher Training University, Iran.  \n±Graduate Student, Shahid Rajaee Teacher Training University, Iran.  \n•Lecturer, Shahid Rajaee Teacher Training University, Iran.  \n°  \nAssociate Professor, Shahid Rajaee Teacher Training University, Iran.  \n2018). Children’s basic math skills do not develop in isolation from other cognitive competencies. Research has shown that basic math skills are related to executive functions. Success in mathematics is predicted by actual knowledge of a particular field, procedural skills, conceptual understanding, and general executive performance skills (Cragg et al., 2017; Belarski & Babik, 2020). Working memory and math calculation skills (Friedman et al. 2018) and symbolic basic numerical skills (number line and magnitude comparison) are related to executive functions of the brain (Gashaj, Oberer, Mast, & Roebers, 2019) and literacy (Ghasemi et al., 2019).  \nMany math tasks, such as memorizing counting units, carrying out mental calculations, or understanding a math word problem, require temporary storage of information during processing or transfer of data to long-term memory (Lewis, Wilkinson, & Witt, 2022). Wickstrom, Fesseha, and Jang (2020) found students with learning difficulties supported by The Individualized Education Plan [IEP] were more likely to show a decline in math achievement from grades 3 to 6.  \nAnother fac","cbCaipI6VhzJTYQy","https://ap.wps.com/l/cbCaipI6VhzJTYQy","pdf",242443,14,"English","# Introduction\n## Basic math skills and key challenges\n## Cognitive foundations: executive functions, working memory, and literacy\n## Reading skills and links to math performance\n## Narrative and learning-related evidence","[{\"question\":\"What is the study investigating about mathematics learning?\",\"answer\":\"The study examines whether integrative teaching of reading strategies and working memory improves basic math and story problem-solving skills in elementary students.\"},{\"question\":\"How was the intervention delivered and to whom?\",\"answer\":\"The intervention was delivered through a cellphone-software virtual education program in two steps. Fifty second graders were divided into experimental and control groups, and the experimental group completed 20 sessions.\"},{\"question\":\"What assessment tools were used to collect data?\",\"answer\":\"Colored Progressive Matrices (1956) and researcher-made tests for story problem-solving and arithmetic skills were used to collect the data.\"},{\"question\":\"What were the key results regarding math skills and arithmetic operations?\",\"answer\":\"Integrative teaching enhanced basic math skills (effect size 0.67; P\\u003c0.001) and improved problem-solving, but it did not affect arithmetic operations skills.\"}]","Teaching Mathematics based on Integrating Reading Strategies and Working Memory in Elementary School | PDF",1792076901,35]