Working Memory (WM) plays a crucial role in supporting children’s mathematical learning. However, there is no consensus on the relative contributions of different WM domains (i.e., verbal, visuo-spatial, and numerical–verbal) and processes (i.e., low-control and high-control) to mathematical performance, specifically before and after the onset of formal education. This cross-sectional study examined the relations between WM domains and processes and early mathematical knowledge, comparing a group of children in the second year of preschool (N = 66) to a group of first graders (N = 110). Results of multigroup path analysis showed that whereas visuo-spatial low-control WM significantly predicted early mathematical knowledge only among preschoolers, verbal low-control WM was a significant predictor only among first graders. Instead, the contribution of visuo-spatial high-control WM emerged as significant for both age groups, as well as that of numerical–verbal WM, although the latter to a greater extent among preschoolers. These findings provide new insights into the WM domains and processes most involved in early mathematical knowledge at different developmental stages, with potential implications for the implementation of age-appropriate training interventions targeting specific WM skills before and after the onset of formal education.

工作记忆 (WM) 在支持儿童数学学习方面发挥着至关重要的作用。然而，对于不同 WM 领域（即语言、视觉空间和数字-语言）和过程（即低控制和高控制）对数学性能的相对贡献，特别是在 WM 之前和之后，还没有达成共识。正式教育的开始。这项横断面研究检查了 WM 领域和过程与早期数学知识之间的关系，比较了一组学前二年级的儿童 ( N  = 66) 和一组一年级学生 ( N = 110)。多组路径分析的结果表明，虽然视觉空间低控制 WM 仅在学龄前儿童中显着预测早期数学知识，但语言低控制 WM 仅在一年级学生中是显着预测因子。相反，视觉空间高度控制 WM 的贡献对两个年龄组以及数字-语言 WM 的贡献都显着，尽管后者在学龄前儿童中的影响更大。这些发现为在不同发展阶段最涉及早期数学知识的 WM 领域和过程提供了新的见解，对在正规教育开始前后针对特定 WM 技能实施适合年龄的培训干预具有潜在意义。