If you’ve watched your child struggle with number sequences, counting, or basic math facts, you already know something important is happening in their brain. You’re not imagining the difficulty. Research published in Acta Psychologica now shows exactly why these challenges occur—and more importantly, what we can do about them.
What Researchers Discovered
A groundbreaking study examining verbal working memory and number order processing reveals that internal counting routines rely heavily on verbal working memory. Researchers used an articulatory suppression paradigm—which prevents participants from silently rehearsing numbers—to isolate how the brain processes numerical sequences.
The findings were striking: when verbal working memory was under load, responses slowed significantly more for consecutive number sequences (like 1-2-3) than for non-consecutive sequences (like 1-3-5). This indicates that the brain uses verbal rehearsal—speaking numbers internally—to organize and process numerical order.
New research shows why number sequences are hard for some kids: their brains are still building the verbal working memory needed for internal counting. The good news? This is trainable.
Why This Matters for Math Development
This research provides crucial insight into why some children developing mathematical thinking skills need extra support. When verbal working memory is still building, the internal counting system that most adults take for granted becomes effortful and unreliable. The brain hasn’t yet automatized the process of holding number sequences in mind while performing calculations.
The cascade effect makes sense now: what appears as “trouble with math” often stems from one foundational skill—verbal working memory—that affects multiple areas of mathematical learning simultaneously. Building this core cognitive skill can create improvements across all these areas at once.
Quote: Simultaneous interpreting ability might be supported by the working memory’s capacity to store or process information, but also by the ability to cope with the articulatory suppression effect. Attribution: Irene Injoque-Ricle, Psychology Research Institute, University of Buenos Aires
Laura Lurns · Learning Success expert
Building the Missing Foundation
The good news? Brains change. Verbal working memory is a trainable skill, not a fixed limitation. The research confirms that when we strengthen this foundational processing ability, children can develop the internal counting routines they need for mathematical success.
This is exactly why approaches targeting root cognitive skills rather than just math worksheets show such promising results. When children build stronger working memory capacity, their brains free up resources for actual mathematical thinking rather than struggling to hold basic number sequences in mind.
Key takeaways
- Memory and Math Connection: Research shows internal counting routines rely heavily on verbal working memory, explaining why some children struggle with number sequences.
- Root Cause Discovery: The cascade effect reveals that what appears as math difficulty often stems from one underlying processing skill.
- Hope Through Neuroplasticity: Verbal working memory is trainable—targeted skill-building can transform mathematical learning capabilities.
The Path Forward
Understanding that mathematical learning differences stem from processing skills—not permanent limitations—changes everything. Parents can target the actual root cause rather than managing symptoms. Children can build new neural pathways that make mathematical thinking easier and more automatic.
The research points to a clear direction: identify which cognitive skills need strengthening, then provide targeted practice. Every child can develop stronger mathematical thinking capabilities when we give their brains the right input.
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Laura Lurns · Learning Success expert
Here’s what we know: brains change. Every child is capable of developing stronger mathematical thinking skills when we target the actual root cause rather than managing symptoms. The system that labels children rather than building their capabilities has failed families for too long.
You don’t need to wait for a school to figure this out. You don’t need a diagnosis to start building skills. Your child’s brain is ready to grow new pathways—and your involvement is the most powerful predictor of success.
If you’re ready to stop managing limitations and start building capabilities, the Learning Success All Access Program offers a free trial that includes a personalized Action Plan—and you keep that plan even if you decide it’s not the right fit.
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Why we use AI, plainly: it writes from a knowledge base our team maintains and audits. We work through it line by line and pull anything the evidence stops supporting. The roadmap you get on Tuesday reflects what we corrected on Monday, and a human still reads it before you do.
Your school district must evaluate your child free of charge if you ask in writing, whatever your income and whatever the outcome (US, 34 CFR 300.111 and 300.301(b)). That route takes time and answers a different question than you do. This one starts today, from what you already know.
Your answers stay yours. We do not sell your personal information, and we do not hand identifiable assessment data to outside AI companies to train their models.
A screener is a starting point, not a diagnosis. If your child might need formal accommodations (an IEP or 504 plan), or you suspect a vision, hearing or medical cause, pursue a professional evaluation too. That is the only route to those supports.
References
- Acta Psychologica - Verbal Working Memory and Number Order Processing Study
