Document Type: Literature Reviews


1 Ph.D. student of general linguistics, Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran.

2 Department of Physical Medicine and Rehabilitation, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran.

3 Ph.D. student of neuroscience, Neuroscience Research Center, Institute of Neuropharmacology, Kerman University of Medical Sciences, Kerman, Iran.


Introduction: The term Cerebral Palsy (CP) was defined as a non-progressive brain damage attributed to limitation in mobility, learning, language, and communication. The high prevalence of low academic achievement in learning mathematics of CP cases is systematically related in part to multifactorial influences; working memory may be one of contributing factors underlying arithmetic attainment. The purpose of this article is to review the effect of working memory on mathematical performance in children with CP.Methods: Five English electronic 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 were cerebral palsy and both mathematical abilities and working memory were assessed.Results: A total of 103 articles were screened. After review, 25 potentially relevant titles or abstracts were identified. Based on full-text and inclusion criteria, only 7 articles were found.Conclusions: Given the high risk for mathematical learning difficulties (MLD) in individuals with CP, information about the mathematical skills and the role of working memory on the different component of mathematical strategies is limited. Further research should address this issue. The findings in this study showed the compromised working memory may lead to difficulties with mathematical and numerical learning of CP cases.