The Unique Contributions of Executive Functions and Mathematical Ability to Sign Switching in Mathematics

• In Event: Unpacking the Complexities of Bi-Directional Associations between Executive Functions and Math

Abstract

As young children begin learning how to solve math problems, they often utilize a wide variety of strategies (Farrington-Flint et al., 2009). Thus, to succeed in school, children may need to be able to effectively switch between these strategies during mathematics. This may be especially true when working on addition and subtraction problems as they serve as a foundation for mathematics and help support the understanding of more complex mathematical skills (Bull & Lee, 2014). However, switching can potentially be a challenge, as young children with poor math abilities may demonstrate difficulties in flexibly switching strategies (Bull & Scerif, 2001).
Executive functions (EFs), a set of higher-order cognitive skills that help children regulate their attention and behaviors, are extremely important for math achievement (Morgan et al., 2019). It is important to examine EFs – specifically cognitive flexibility as it may support the switch between operations and steps of complex math problems (Bull & Lee, 2014). Indeed, a meta-analysis found significant associations between children’s cognitive flexibility and math performance across a large range of EF tasks and math outcomes (Yeniad et al., 2013). Separately, research has linked prior math ability to math achievement, such that early math ability and knowledge are highly predictive of future math achievement (Watts et al., 2014). Thus, the current study examines whether EFs uniquely contribute to children’s accuracy on an addition and subtraction worksheet, over and above prior math ability.

The sample in this study consisted of 374 typically developing preschoolers. EFs were measured using the Shape School task (. Prior Math ability was measured at 54 months by the Test of Early Mathematics abilities (TEMA-3; Ginsburg & Baroody, 2003). Sign switching accuracy in math was assessed through a math problem task at about 72 months in which children were shown 40 randomly ordered questions (20 addition and 20 subtraction) and asked to solve the problems. A variable was created to examine children’s accuracy on a problem when the sign was switched (i.e. the sign switched from subtraction to addition or vice versa). Child gender, age, and maternal education were included as covariates.

Descriptive statistics and bivariate correlations for study variables are presented in Table 1. Overall, children performed well on accurately completing the problem when the signs flipped in the task (M = 0.81, SD = 0.17). Bivariate Correlation results indicate that prior math ability and sign switching are significantly correlated. In addition, EFs are significantly correlated with both prior math ability and sign switching. Regression analyses in Model 3 reveal that EFs significantly predict sign switching (see Table 2).

Initial results indicate that EFs predicts performing accurately when switching signs in a math problem task, over and above children’s prior math ability. These findings suggest that EFs may play an important role when switching signs in arithmetic achievement. Given this information, it is important to directly support EFs as they aid in foundational mathematics skills. Furthermore, the role of cognitive flexibility and arithmetic achievement must be further investigated to understand their associations with one another.

Authors

• Kimia Akhavein, University of Nebraska - Lincoln
  Presenting Author

• Carrie Clark, University of Nebraska-Lincoln
  Non-Presenting Author

• Jennifer Mize Nelson, University of Nebraska-Lincoln
  Non-Presenting Author

• Kimberly Andrews Espy, University of Texas at San Antonio
  Non-Presenting Author

• Jenna Elizabeth Finch, University of Nebraska - Lincoln
  Non-Presenting Author