The role of working memory and phonemic awareness in number writing

Authors

DOI:

https://doi.org/10.5902/1984644491162

Keywords:

Number transcoding, Working memory, Phonemic awareness

Abstract

The aim of this study was to investigate the relationships between working memory and phonemic awareness as predictors of number writing ability (numerical transcoding). To this end, 127 students in 3rd and 4th grades from municipal schools in Porto Alegre-RS were assessed for numerical transcoding (writing of numbers), phonemic awareness (phoneme suppression)  and working memory (phonological, visuospatial, and central executive components). It was found a significant predictive power of age, number of digits in the numeral, phonological and central executive components of working memory on performance in number writing when all the assessed competencies were considered. In addition, a small mediation effect of phonemic awareness was observed in the relationship between working memory and numerical transcoding. Thus, the influence of linguistic cognitive skills on numerical transcoding was evident and because of that is an aspect to be considered when thinking about pedagogical strategies to develop number writing in the classroom.

Author Biographies

Mariele Grösz, Universidade Federal do Rio Grande do Sul

Mestre em Educação (2022) na linha de Aprendizagem e Ensino do Programa de Pós-Graduação em Educação da Universidade Federal do Rio Grande do Sul (PPGEDU/UFRGS). Licenciada em Pedagogia (2018) pela mesma universidade. Atua como professora em turmas dos Anos Iniciais do Ensino Fundamental na rede municipal de Porto Alegre (RS) e no Colégio La Salle Santo Antônio. Suas atividades e interesses de pesquisa se relacionam com os temas: psicologia cognitiva, psicopedagogia, ensino e aprendizagem da matemática e alfabetização.

Camila Peres Nogues, Federal University of Rio Grande do Sul

Professora Adjunta na área de Psicopedagogia do Departamento de Estudos Especializados na Faculdade de Educação da Universidade Federal do Rio Grande do Sul (UFRGS). Doutora em Educação (2021) pelo Programa de Pós-Graduação em Educação da UFRGS, com período de Doutorado Sanduíche (2020), financiado pelo programa PDSE - CAPES/PRINT, na Universidade de Salamanca - Espanha. Mestra em Educação (2017) e Licenciada em Matemática (2013) também pela UFRGS. Especialista em Psicopedagogia (2017) pela Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS). Os interesses de pesquisa incluem o processo de aprendizagem da matemática inicial; diversidades na aprendizagem e suas dificuldades, especialmente na matemática; aprendizagem de crianças e adolescentes com Transtorno do Déficit de Atenção e Hiperatividade - TDAH; dificuldades e transtornos específicos da aprendizagem; habilidades cognitivas subjacentes à aprendizagem da matemática; relação entre leitura e matemática; cognição numérica; formação de professores.

Beatriz Vargas Dorneles, Federal University of Rio Grande do Sul

Docente Aposentada Convidada do Programa de Pós-graduação em Educação da Universidade Federal do Rio Grande do Sul. Cursou graduação em Pedagogia na Universidade Federal do Rio Grande do Sul (1980), mestrado em Educação na Universidade Federal do Rio Grande do Sul (1986), e doutorado em Psicologia Escolar e do Desenvolvimento Humano na Universidade de São Paulo (1996) e realizou Estágio Pós-Doutoral na Universidade de Oxford/UK (2009 e 2014). Foi editora Associada da Revista Educação e Realidade da Faculdade de Educação de 2015 a 2020 e coordenadora adjunta do PPGEdu (2019), função que já exercera nos anos de 2013-2014 e foi membro da Câmara de Pós-graduação da Universidade Federal do Rio Grande do Sul de 2018 a 2020. Atualmente é consultora de várias revistas nacionais e internacionais e revisora de agências de fomento regionais, nacionais e internacionais. É vice-líder do Grupo de Estudos em Cognição Numérica e Leitura UFRGS/CNPq. Os interesses de pesquisa incluem formação de professores, diversidade na aprendizagem de diferentes sistemas simbólicos, aprendizagem da Matemática inicial e suas dificuldades em diferentes grupos de crianças, incluindo crianças surdas e crianças com TDAH, aprendizagem da estimativa numérica, relações entre inteligência e aprendizagem e a descrição de precursores do desempenho matemático.

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Published

2025-09-17

How to Cite

Grösz, M., Nogues, C. P., & Dorneles, B. V. (2025). The role of working memory and phonemic awareness in number writing. Education, 50(1), e122/1–29. https://doi.org/10.5902/1984644491162

Issue

Educação, v. 50, 2025 – Jan./Dez. – Publicação contínua

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Continuous Demand

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