Evidence map›Paper›PMID 40116670›Full record

ArticleThe British journal of educational psychology2025

Understanding working memory as a facilitator of math problem-solving: Offloading as a potential strategy.

Josh Medrano, Dana Miller-Cotto

Abstract read
In one paragraph

Article in The British journal of educational psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

2 authors.

Josh MedranoUniversity of California, Berkeley, California, USA.ORCID https://orcid.org/0000-0001-6730-789X
Dana Miller-CottoUniversity of California, Berkeley, California, USA.ORCID https://orcid.org/0000-0003-0577-4868

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundHigh working memory capacity is associated with improved mathematical problem-solving skills. A leading theory about why working memory enhances problem-solving suggests that capable problem solvers might offload information from their working memory for later use.

aimsThis study examined whether the ability to offload information improved problem-solving for learners with lower working memory capacity. SAMPLE(S): The participants consisted of 93 undergraduate students from a mid-sized university in the United States.

methodsParticipants first took a 10-problem pre-test, followed by working memory tasks. They were then split into two groups: one with the option to offload using paper and pencil and one without. As part of a post-test, they completed 10 math problems.

resultsResults indicated that both the offloading and no-offloading groups improved over time; however, the effect was greater for the offloading group, according to Hedges' g. Although no significant interaction between working memory and condition was found, offloading was useful for specific ranges of working memory skills, according to the Johnson-Neyman technique. An interaction analysis of pretest and condition also suggests that offloading may be beneficial with increased prior knowledge.

conclusionsThese findings emphasize the importance of considering students' prior knowledge in working memory research. They also demonstrate how external aids influence cognitive processes during problem-solving.

Indexed as

Mathematical ConceptsMathematicsMemory, Short-TermProblem SolvingAdolescentAdultFemaleHumansMaleStudentsYoung Adultcognitive processesmathematicsoffloadingprior knowledgeproblem‐solvingworking memory

Identifiers

PMID40116670
PMCPMC12319178

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.