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Unpacking the Complexities of Bi-Directional Associations between Executive Functions and Math

Wed, April 7, 2:45 to 4:15pm EDT (2:45 to 4:15pm EDT), Virtual

Session Type: Paper Symposium

Abstract

Both math skills and executive functions (EFs) during early childhood are longitudinal predictors of academic success. Recent evidence linking math and EFs has been conflicting. Thus, the papers presented in this session aim to disentangle how context and measurement influence associations between EF and math skills.

The first paper, a replication study, finds that EFs are associated with later math skills, but early math skills are not linked to later EFs. This study highlights how links between EF and math differ by the EF measures and developmental timing. The second paper focuses on a socioeconomically-disadvantaged sample and results demonstrate bidirectionality between EFs and math at all time points and that exposure to math instruction predicts students’ EF gains. The third paper demonstrates that EFs, but not early math skills, are linked to accuracy on math problems that switch signs from addition to subtraction or vice versa. The fourth paper shows that links between number sense in kindergarten and math skills in fifth grade are moderated by EFs, such that EFs act as a protective factor for children with low levels of number sense for their math achievement in fifth grade.

Together these studies suggest that the development of EFs and math skills are interconnected, but that there are individual differences in these associations by child age, family socioeconomic status, and the types of EFs and math skills measured. These projects push the field forward by emphasizing the importance of context and measurement when assessing links between EF and math skills.

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