Mathematics and Executive Function Competencies in the Context of Interventions: A Quantile Regression Analysis

Dong, Yixiao; Clements, Douglas H.; Sarama, Julie; Dumas, Denis; Banse, Holland W.; Day-Hess, Crystal

doi:10.1080/00220973.2020.1777070

Cited by 11 publications

(7 citation statements)

References 57 publications

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“…For example, adults rely less on working memory to solve arithmetic problems because these processes are more automatic compared with children (Rivera et al, 2005). Furthermore, the association between EF and mathematics is stronger for preschoolers with lower mathematics competencies (Dong et al, 2020), perhaps because young children with the lowest mathematics competencies are learning almost all new mathematics material while more advanced preschoolers have some existing skills and strategies. Children with varying EF skills may benefit from different instructional approaches to mathematics (Veraksa et al, 2020), and children with varying levels of mathematics achievement may benefit differently from instructions that increase EF processing demands.…”

Section: The Importance Of Ef Skills To Young Childrenmentioning

confidence: 99%

“…Despite only weak immediate pre-K results, delayed effects at the end of kindergarten showed the BB group significantly outperformed the business-as-usual (control) group on both math and EF and outperformed even the Tools + BB group on at least one EF measure. Follow-up analyses (Dong et al, 2020) revealed that EF was most highly associated with math learning for children who started pre-K with low math competence. Furthermore, the math BB -only intervention had a larger long-range benefit for children.…”

Section: Teaching Math To Develop Math and Efmentioning

confidence: 99%

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Supporting Young Children’s Development of Executive Function Through Early Mathematics

Mulcahy

Hess

Clements

et al. 2021

Policy Insights from the Behavioral and Brain Sciences

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Early childhood teachers face competing instructional priorities to support specific academic skills and general skills that underlie learning, such as executive function (EF) skills that allow children to control their own thinking and behavior. As the evidence shows, EF skills predict later mathematics achievement, and early mathematics predicts later EF. These relations between mathematics and EF suggest high-quality mathematics teaching has a dual benefit: Teachers can promote children’s math and EF competencies by embedding support for EF in high-quality mathematics activities. Children benefit when guided to reflect on solutions and alternative strategies, and teachers benefit from guidance on how to support both math and EF. Finally, research on teachers developing both domains can inform educational policy.

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Section: The Importance Of Ef Skills To Young Childrenmentioning

confidence: 99%

Section: Teaching Math To Develop Math and Efmentioning

confidence: 99%

Supporting Young Children’s Development of Executive Function Through Early Mathematics

Mulcahy

Hess

Clements

et al. 2021

Policy Insights from the Behavioral and Brain Sciences

Self Cite

View full text Add to dashboard Cite

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“…Scalise et al, 2020) is crucial. They also emphasise the need to consider individual differences in children involved in the interventions, as children's level of EF and/or mathematics may moderate intervention success (Dong et al, 2022).…”

Section: Integrated Ef Interventions: Hypothesesmentioning

confidence: 99%

“…given wide baseline differences across children? For example, Dong and colleagues (Dong et al, 2022) found that baseline EF competencies have a larger positive relationship to mathematics for children with low math competence than for mid to high math competence. They propose that this is because children with lower baseline mathematics competence are learning nearly all new mathematical material, whereas children with higher competence already have some skills and strategies that reduce the need for good EF in their mathematical learning 3.…”

Section: Future Directions and Practical Solutions: The Orchestrating...mentioning

confidence: 99%

Making the Executive ‘Function’ for the Foundations of Mathematics: the Need for Explicit Theories of Change for Early Interventions

Scerif,

Blakey,

Gattas

et al. 2023

Educ Psychol Rev

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A vast body of work highlights executive functions (EFs) as robust correlates of mathematics achievement over the primary and preschool years. Yet, despite such correlational evidence, there is limited evidence that EF interventions yield improvements in early years mathematics. As intervention studies are a powerful tool to move beyond correlation to causality, failures of transfer from executive functions interventions are, we argue, highly problematic for both applied and theoretical reasons. We review the existing correlational and intervention literature at complementary neuroscientific, cognitive, developmental and educational levels. We appraise distinct theories of change underpinning the correlations between EF and early mathematics, as well as explicit or implicit theories of change for different types of EF interventions. We find that isolated EF interventions are less likely to transfer to improvements in mathematics than integrated interventions. Via this conceptual piece, we highlight that the field of EF development is in need of (1) a clearer framework for the mechanisms underpinning the relationships between early EF and other developing domains, such as mathematical cognition; (2) clearer putative theories of change for how interventions of different kinds operate in the context of EF and such domains; (3) and greater clarity on the developmental and educational contexts that influence these causal associations. Our synthesis of the evidence emphasises the need to consider the dynamic development of EFs with co-developing cognitive functions, such as early math skills, when designing education environments. [234 words].

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“…Longitudinal studies have also indicated that execuctive functions and mathematics predict each other over time but not literacy (Schmitt et al, 2015), and the association is much stronger for preschoolers with low math performing competencies (Dong et al, 2020). During preschool years, execuctive functions promises support for school readiness because (1) they grow fastest during this period; (2) they are malleable;…”

Section: Executive Functions and Academic Achievementmentioning

confidence: 99%

Mastery Motivation and Executive Functions as School Readiness Factors

Amukune

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A kutatás átfogó célja egy könnyen használható, táblagépes Android-alkalmazás kifejlesztése, amely segítheti a tanárokat és a tanulókat az elsajátítási motiváció (mastery motivation, MM) és a végrahajtó funkció (executive functions, EF) értékelése során Kenyában. Mind az MM, mind az EF a tanulási kompetenciának (Approaches to Learning, ATL) az összetevői: ezek az iskolakészültség eddig kevés figyelmet kapott területei. A disszertáció az ATL elméletén alapult, és több emprikus kutatás összegzését adja. Két empirikus vizsgálat az Elsajátítási motiváció kérdőív (DMQ18) és a Gyermekkori végrehajtó funkció kérdőív (Childhood Executive Functioning, CHEXI) adaptálására összpontosított, hogy megkönnyítsék az MM, illetve az EF értékelését Kenyában. Ezenkívül egy vizsgálatunk foglalkozik az MM és az EF szerepével az iskolai tanulmányi eredményekben. Ezenkívül az egyik fejezet egy szisztematikus áttekintés volt, amely azonosította a szakirodalomban az iskolakészültség játékos alkalmazások segítségével történő értékelését. Ez az elemzés képezte az alapját a Finding Out Children’s Unique Strengths (FOCUS) alkalmazás fejlesztésének Kenyában az oktatástervezési kutatási megközelítést követve. Két vizsgálat értékelte a FOCUS alkalmazás pszichometriai tulajdonságait. A kutatásban összesen 40 tanár, 497 óvodás és 535 első osztályos gyermek vett részt. Az adatok elemzéséhez parametrikus és nem paraméteres statisztikai elemzéseket is alkalmaztunk. A CHEXI és a DMQ18 jól illeszkedtek az adatokhoz, és erős pszichometriai tulajdonságokat mutattak, így alkalmasak a kenyai kontextusban történő alkalmazásra. Ezenkívül mind az MM, mind az EF közvetlenül és közvetve is bejósolta az első osztályos gyermekek tanulmányi eredményeit. Ezenkívül a FOCUS alkalmazással kapcsolatos feladatok, az iskola előtti készségek, a szám- és betűkeresési feladatok az óvodában erősen előre jelezték az első osztályban elért tanulmányi eredményeket. A FOCUS alkalmazással értékelt MM jobb előrejelzője volt a tanulmányi eredményeknek, mint a DMQ 18. A FOCUS alkalmazásban az EF-feladatok azonban további felülvizsgálatokat igényelnek az adatinstabilitás forrásának megállapításához. Az MM és az EF javítását célzó beavatkozások sokat ígérnek az iskolai felkészültség javításában Kenyában. A FOCUS alkalmazás nagyban kiegészítheti a Kenya School Readiness eszközt, hogy szélesebb spektrumot biztosítson a tanároknak és a szülőknek a helyes döntések meghozatalához a gyerekekkel kapcsolatban.

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Mathematics and Executive Function Competencies in the Context of Interventions: A Quantile Regression Analysis

Cited by 11 publications

References 57 publications

Supporting Young Children’s Development of Executive Function Through Early Mathematics

Supporting Young Children’s Development of Executive Function Through Early Mathematics

Making the Executive ‘Function’ for the Foundations of Mathematics: the Need for Explicit Theories of Change for Early Interventions

Mastery Motivation and Executive Functions as School Readiness Factors

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