The importance of working memory has been amply demonstrated in mathematical learning, whereas the specific contribution of executive functions, such as shifting and inhibition skills, is less clear in explaining individual differences and developmental change in mathematical cognition. We aim to present a set of studies that investigate how executive functions and working memory influence performance on diverse mathematical skills including number sense and arithmetic problem solving. Both cross-sectional and longitudinal designs were used with kindergarten and primary school age children. Results confirmed the greater importance of working memory compared to inhibition, nevertheless executive functions significantly contribute to mathematical learning, for example our results showed that inhibition and shifting (but not working memory) accounted for a critical phase of problem solving (i.e., devising a plan). Results are discussed in relation to the existing literature, with special attention to the theoretical and methodological issues regarding the developmental change of executive functions and their assessment across childhood.
Beyond working memory: the role of executive functions in mathematical learning
Traverso L.;Viterbori P.;Usai
2022-01-01
Abstract
The importance of working memory has been amply demonstrated in mathematical learning, whereas the specific contribution of executive functions, such as shifting and inhibition skills, is less clear in explaining individual differences and developmental change in mathematical cognition. We aim to present a set of studies that investigate how executive functions and working memory influence performance on diverse mathematical skills including number sense and arithmetic problem solving. Both cross-sectional and longitudinal designs were used with kindergarten and primary school age children. Results confirmed the greater importance of working memory compared to inhibition, nevertheless executive functions significantly contribute to mathematical learning, for example our results showed that inhibition and shifting (but not working memory) accounted for a critical phase of problem solving (i.e., devising a plan). Results are discussed in relation to the existing literature, with special attention to the theoretical and methodological issues regarding the developmental change of executive functions and their assessment across childhood.
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