Homogeneity of Relations Between Mathematics and Executive Function Competencies in the Context of an Intervention

• In Event: Cognition and Mathematics Education

Abstract

Research has established relations between young children’s development of executive function (EF) and early mathematics. To examine the homogeneity of those relations and intervention effects, we conducted quantile regression analyses on data from a large study of two prekindergarten interventions. Results revealed that EF competencies have a larger positive relation to mathematics for children with low vs. higher math competence. The significant predictive relation of mathematical competencies on EF did not vary for children with different levels of EF abilities at prekindergarten and varied only slightly at kindergarten. Also, interventions had similar immediate effects on math and EF for children with various abilities, but the BB intervention had a larger positive delayed effect on children with low scores.

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