The Relationship between Working Memory and Acquisition of Mathematical Strategies in Children with Cerebral Palsy: A Review of Literature

Background: cerebral palsy (cp) is defined as non-progressive brain damageattributed to limitation in mobility, learning, language, and communication.the high prevalence of low academic achievement in learning mathematicsin cp cases is related, in part, to multifactorial influences; working memorymay be one of the factors which can be related to arithmetic attainment. thepurpose of this article was to review the relationship of working memory withmathematical performance in children with cp.methods: in this review of literature article, five english search engines (pubmed,scopus, science direct, embase, and central) were used with key words,“cerebral palsy, arithmetic, mathematical performance, and working memory”.the inclusion criteria were english relevant articles in which participants had cpand both mathematical abilities and working memory were assessed.results: a total of 103 articles were screened. twenty-five potentially relevanttitles or abstracts were identified. based on inclusion criteria, only 7 articles werefound.conclusion: given the high risk of mathematical learning difficulties in childrenwith cp, information about mathematical skills and the role of working memoryon the different components of mathematical strategies is limited. furtherresearch should be carried out to investigate this issue. the findings in this studyshowed the relationship between working memory and the difficulties withmathematical and numerical learning of cp cases.