Executive Function and Early Mathematical Learning Difficulties

Clements, Douglas H.; Sarama, Julie

doi:10.1007/978-3-319-97148-3_43

Cited by 10 publications

(14 citation statements)

References 89 publications

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“…The ability to recognize patterns in sequences of a variety of items also contributes to both literacy and mathematics. This finding supports the ideas advanced by Sarama and Clements regarding early literacy and by many researchers regarding mathematics [38,49].…”

Section: Discussionsupporting

confidence: 91%

“…These relations between the cognitive abilities children first bring to the classroom and their level of mathematics and reading achievement may be particularly important in informing classroom practices. Clements and Sarama note that because of the rapid development of EFs in the early years, "educators need to use research to provide environments, curricula, and experiences that develop these processes, especially for children at risk due to developmental delays or low entering competencies" (p. 765) [38]. Therefore, the purpose of this present study was to examine the relationships among the three core EFs (i.e., working memory, inhibition, and cognitive flexibility), patterning ability, literacy achievement, and mathematics achievement at the beginning of kindergarten.…”

Section: Purpose Of Present Studymentioning

confidence: 99%

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Mathematics, Reading, and Selected Cognitive Abilities at the Beginning of Kindergarten

2021

JEPR

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Cognitive abilities, executive functions (EFs) and patterning, and simple measures of early literacy and mathematics were measured for 275 kindergartners during the second and third month of formal schooling. An exploratory factor analysis revealed four factors. The first was a literacy factor, to which a number series scale made a small contribution. The second was primarily a mathematics scale, but also reflected early literacy. The ability to recognize patterns, working memory, and inhibition also contributed to this factor. A third factor involved cognitive flexibility, patterning, and literacy. Finally, there was a factor that essentially involved phonics. These results indicate that two EFs and patterning are related to early mathematics at the beginning of kindergarten when children have experienced little formal schooling. In addition, very early in kindergarten, there is a general achievement factor that does not reflect any of the cognitive abilities tested here.

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Section: Discussionsupporting

confidence: 91%

Section: Purpose Of Present Studymentioning

confidence: 99%

Mathematics, Reading, and Selected Cognitive Abilities at the Beginning of Kindergarten

2021

JEPR

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“…Alterations or underdevelopment of EFs can lead to difficulties in self-regulation of various behaviors in various age groups. In adulthood, they are related to work productivity impairment, alcohol abuse, drug abuse, and motor vehicle collisions; in children, they may cause reading and writing difficulties, learning difficulties in mathematics, and disruptive behaviors (Clements & Sarama, 2019;Meixner et al, 2019;Pope et al, 2016).…”

mentioning

confidence: 99%

Development of a Program based on Goal Management Training for Adolescents with Executive Dysfunctions Complaints

Nunes

Seabra

2021

Span. J. Psychol.

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This study aimed to develop a program based on Goal Management Training (GMT) and to investigate its effectiveness on executive functions, through formal instruments and an ecological task. Participants were 25 adolescents with complaints of executive dysfunctions. They underwent neuropsychological assessment of working memory, inhibitory control, cognitive flexibility, planning, and intellectual ability. Participants also took part in a cooking activity and were evaluated for errors per action, of omission, activity performance time, recipe consultation. After, they were randomly allocated to an active control group (CG), which underwent psychoeducation sessions, and an experimental group (EG), stimulated through GMT in eight sessions. Then participants underwent another assessment and follow-up after 4 weeks. In post-intervention analyses, results showed an improvement in executive functions in EG, in the working memory measurement and time of the ecological activity (g = 1.78 and .93, respectively), IQ (g = −1.01), reasoning (g = −.89), flexibility (g = −1.21), and inhibition (g = −3.11). In follow-up evaluation, large-size effects were observed on flexibility (g = −2.95), inhibition (g = −5.78) and execution time of the ecological activity (g = .98). Significant interactions between assessment Time x Group revealed EG gains in IQ, scores in reasoning and flexibility. EG also had longer execution time in flexibility and inhibition tests. That is, EG had greater scores and probably was less impulsive in these tests. Furthermore, EG decreased the number of verifications and the time in the ecological task, that is, had a more efficient performance. Results suggest the intervention can be as instrument to promote executive function.

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“…Certain competencies, such as literacy and arithmetic proficiency may mediate the relationship between WM and performance in problem-solving in math (Swanson & Fung, 2016). In fact, the literature has highlighted that all WM components play an important role in predicting problem-solving accuracy (Clements & Sarama, 2019), however, basic academic skills (i.e., in reading and in math) may complement the effects of WM on children’s mathematical problem-solving (Zheng et al, 2011). For instance, unique predictors of problem-solving can include language comprehension, attention, mathematics vocabulary, and mathematics computation (Lin, 2020).…”

Section: Wm and Problem-solving Accuracy In Mathmentioning

confidence: 99%

“…Generally, memory span develops from 4 to 8 years of age and gradually increases until approximately 12 years of age (Gathercole, 1999). The literature has proposed that WM determines problem-solving by directing attention to relevant information, managing several cognitive resources, and constraining irrelevant information (Clements & Sarama, 2019; Fuchs et al, 2020). For example, a study conducted with a group of children with difficulties in mathematics revealed that the WM ability to inhibit irrelevant information was lower in the group where children had more difficulties in math processing tasks (Passolunghi & Siegel, 2004).…”

Section: Wm and Problem-solving Accuracy In Mathmentioning

confidence: 99%

Self-Regulated Learning and Working Memory Determine Problem-Solving Accuracy in Math

Ferreira

Simão

et al. 2022

Span. J. Psychol.

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This study aims to understand the role of self-regulated learning (SRL) and its different processes in the relationship between working memory (WM) and problem-solving accuracy in math in primary school children. A sample of 269 primary school children (Mage = 8.84, SD = 0.81, 58% boys) participated in this study. Tasks were used as intervention resources to assess children’s WM (i.e., reading and computation span tasks), SRL (i.e., a digital game), and performance (i.e., the performance in the game, as well as a traditional math problem). Through structural equation modeling, results revealed that WM predicted children’s SRL and their problem-solving accuracy in math, such that those with higher capability for temporary storage attained better accuracy. Accordingly, children’s SRL explained the relationship between WM capacity and problem-solving accuracy in math; such that the indirect effect of WM capacity through SRL was lower on problem-solving accuracy in math. Results indicated that the planning phase was a greater indicator of students’ SRL in problem-solving accuracy in math. These results highlight the importance of SRL competencies in explaining children’s performance in problem-solving in math.

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Executive Function and Early Mathematical Learning Difficulties

Cited by 10 publications

References 89 publications

Mathematics, Reading, and Selected Cognitive Abilities at the Beginning of Kindergarten

Mathematics, Reading, and Selected Cognitive Abilities at the Beginning of Kindergarten

Development of a Program based on Goal Management Training for Adolescents with Executive Dysfunctions Complaints

Self-Regulated Learning and Working Memory Determine Problem-Solving Accuracy in Math

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