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

• In Event: Marriott Roundtable Session 9
  In Roundtable Session: Exploring Cognitive Processes in Mathematics

Abstract

There has been much recent attention to young children’s development of executive function (EF) as well early mathematics, and the relationship between the two has been established, but no studies have investigated whether these relations differ for children with various mathematics and EF entering competencies in the context of interventions. We conducted bidirectional quantile regression analyses of those relations on data from a large study of two preschool interventions. Results revealed that EF competencies have a significantly larger positive relationship for students with low math competencies relative to students with high competencies, but the significant relationship between mathematical competencies on EF does not vary for children with different levels of EF abilities.

Authors

• Yixiao Dong, University of Denver

• Douglas H. Clements, University of Denver

• Julie Sarama, University of Denver

• Denis Dumas, University of Denver

• Holland Windels Banse, University of Alabama

• Crystal A Day-Hess, University of Denver