Unlocking early math skills: Contributions of working memory to game-based learning of early mathematical skills

This study evaluated the effects of linear board games differing in mathematical demands (spanning number ranges from 0 to 20 vs. 0 to 30) on the development of children's early mathematical skills. Given the influences of domain-general skills such as working memory on the development of early mathematical skills, we were particularly interested in whether learning gains were associated with children's working memory. Unlike most previous studies, we employed an experimental design. In a pre-post follow-up intervention design, 149 German children aged around 6 years (73 girls, 76 boys) were randomly assigned to either a control group or one of two intervention groups playing board games in four 15-20-min sessions over the course of a week. We assessed early mathematical skills, such as counting, cardinality understanding, and basic arithmetic, as well as visual, verbal, and central executive components of working memory. Results indicated a significant improvement in overall early mathematical skills irrespective of participant group. Importantly, working memory (components) significantly predicted learning gains overall but also differentially for participant groups. In particular, the central executive component, as assessed at pretest, was a significantly stronger predictor of early mathematical skills learning gains at follow-up for the group playing the more demanding game version. These results provide the first experimental evidence on the relevance of working memory for mathematical learning and its association with demands of the learning content. Further studies are needed to substantiate these findings. (PsycInfo Database Record (c) 2026 APA, all rights reserved).