It has been suggested that not only domain-specific factors but also working memory (WM) may play a crucial role in mathematical learning included Geometry, but the issue has not been deeply explored. In the present study, we examined the role of domain-specific factors and of verbal versus visuospatial WM on geometric learning of a new geometrical figure (trapezoid), never presented previously by the teachers participating to the study, after a lecture also involving manipulatives. Results on 105 children in their Year 4 indicated that not only some domain-specific components (geometric declarative knowledge and calculation) but also visuospatial working memory had a significant specific impact on the ability of solving geometric problems requiring to calculate the perimeter and the area of the new figure. On the contrary, verbal WM and geometrical mental imagery did not offer a specific contribution. These findings could have important educational implications, stressing the importance of taking into account the main different aspects supporting the acquisition of geometry.

中文翻译：

---

学习一个新的几何概念：工作记忆和特定领域能力的作用

有人提出，不仅领域特定因素，而且工作记忆 (WM) 可能在包括几何在内的数学学习中发挥关键作用，但该问题尚未得到深入探讨。在本研究中，我们检查了特定领域因素以及语言与视觉空间 WM 在新几何图形（梯形）的几何学习中的作用，参与研究的教师以前从未在涉及操作的讲座之后提出。对 105 名 4 年级儿童的结果表明，不仅某些特定领域的成分（几何陈述性知识和计算），而且视觉空间工作记忆对解决需要计算周长和面积的几何问题的能力都有显着的具体影响。新的数字。相反，口头 WM 和几何心理意象没有提供具体的贡献。这些发现可能具有重要的教育意义，强调考虑支持几何学获得的主要不同方面的重要性。