The Development of Executive Functions and Early Mathematics: A Dynamic Relationship

Autor/inn/en	Van der Ven, Sanne H. G.; Kroesbergen, Evelyn H.; Boom, Jan; Leseman, Paul P. M.
Titel	The Development of Executive Functions and Early Mathematics: A Dynamic Relationship
Quelle	In: British Journal of Educational Psychology, 82 (2012) 1, S.100-119 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/j.2044-8279.2011.02035.x
Schlagwörter	Animals; Primary Education; Factor Structure; Inhibition; Metacognition; Foreign Countries; Grade 2; Grade 1; Executive Function; Longitudinal Studies; Mathematics; Task Analysis; Color; Factor Analysis; Prediction; Learning Processes; Intervention; Elementary School Mathematics; Netherlands + Suchen Sie Ihr Suchwort? Animal; Tier; Tiere; Primarbereich; Faktorenstruktur; Hemmung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; School year 02; 2. Schuljahr; Schuljahr 02; School year 01; 1. Schuljahr; Schuljahr 01; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathematik; Aufgabenanalyse; Colour; Farbbezeichnung; Farbe; Faktorenanalyse; Vorhersage; Learning process; Lernprozess; Elementare Mathematik; Schulmathematik; Niederlande
Abstract	Background: The relationship between executive functions and mathematical skills has been studied extensively, but results are inconclusive, and how this relationship evolves longitudinally is largely unknown. Aim: The aim was to investigate the factor structure of executive functions in inhibition, shifting, and updating; the longitudinal development of executive functions and mathematics; and the relation between them. Sample: A total of 211 children in grade 2 (7-8 years old) from 10 schools in the Netherlands. Method: Children were followed in grade 1 and 2 of primary education. Executive functions and mathematics were measured four times. The test battery contained multiple tasks for each executive function: Animal stroop, local global, and Simon task for inhibition; Animal Shifting, Trail Making Test in Colours, and Sorting Task for shifting; and Digit Span Backwards, Odd One Out, and Keep Track for updating. The factor structure of executive functions was assessed and relations with mathematics were investigated using growth modelling. Results: Confirmatory factor analysis (CFA) showed that inhibition and shifting could not be distinguished from each other. Updating was a separate factor, and its development was strongly related to mathematical development while inhibition and shifting did not predict mathematics in the presence of the updating factor. Conclusions: The strong relationship between updating and mathematics suggest that updating skills play a key role in the maths learning process. This makes updating a promising target for future intervention studies. (Contains 5 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10