Strengthening Numeracy Through Working Memory: A Conceptual Framework for Special Education Needs
DOI:
https://doi.org/10.37134/perspektif.vol17.sp.2.2025Keywords:
working memory, numeracy, Special Educational Needs (SEN), inclusive education, Cognitive Load TheoryAbstract
Numeracy is a foundational skill essential for lifelong learning, independence, and active participation in modern society. However, students with special educational needs (SEN), particularly those with learning disabilities, frequently struggle with numeracy due to underlying cognitive deficits most notably in working memory (WM). Despite global advancements in inclusive education, instructional approaches often overlook the cognitive demands imposed on SEN learners, resulting in persistent achievement gaps. While previous studies have emphasized WM’s role in academic performance, there is a lack of structured frameworks that directly integrate WM support into numeracy instruction for SEN populations. This paper aims to address that gap by proposing a conceptual framework that positions WM as a central mechanism for improving numeracy outcomes. Utilizing a conceptual and integrative design, the framework is developed through a synthesis of empirical research and cognitive theory, drawing on models such as Baddeley’s WM model and Sweller’s cognitive load theory. The predicted outcomes include improved arithmetic accuracy, task persistence, reduced math anxiety, and enhanced executive function skills. Practical strategies such as scaffolding, chunking, and multisensory instruction are highlighted as essential tools for reducing cognitive overload. This framework offers educators and curriculum designers a cognitively responsive approach to inclusive numeracy education, supporting more effective teaching practices and equitable learning experiences. It also aligns with global educational goals by fostering academic participation and cognitive empowerment among marginalized learners.
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