Poster #9 - Are Children’s Selection and Execution of Multi-digit Subtraction Strategies Associated with Their Executive Functions?

• In Event: Poster Session 07

Abstract

Many studies have investigated associations between executive functions (EFs) and mathematics, albeit with mixed findings. Surprisingly little is known about EFs associations with more fine-grained aspects of mathematics, such as strategy selection and execution. Understanding these associations might help to unravel via which mechanisms EFs are associated with mathematical performance.
In this study, we examined fifth-graders’ (N = 150; Mage = 10y11m) strategy selection and execution when solving mental multi-digit subtraction problems, as well as the association with the following three EFs components: updating, inhibition and shifting. For the first time in this domain, this study examined the role of each individual EF component, separately for strategy selection and execution.
We specifically focused on the selection and execution of two subtraction strategies: direct subtraction (DS; e.g., 712–346=?; 712-300=412, 412-40=372, 372-6=366) and subtraction by addition (SBA; e.g., 712–346=?; 346+54=400, 400+300=700, 700+12=712 and 54+300+12=366). We made use of the choice/no-choice method (Siegler & Lemaire, 1997), because the latter method allowed us to obtain an unbiased measure of both strategy selection and execution. Participants were offered subtractions in one choice condition (free choice between DS and SBA) and two no-choice conditions (mandatory use of either DS or SBA). Children’s strategy adaptivity in the choice condition, which entails the number of times children used SBA to solve small difference problems (e.g., 903–886) and DS to solve large difference problems (e.g., 502–18), was used to operationalize strategy selection. Both the accuracy and speed in the no-choice conditions (i.e., strategy efficiency) and in the choice condition (i.e., strategy proficiency) were regarded as measures for strategy execution. Following Miyake et al.’s (2000) theoretical model, we examined updating, inhibition and shifting, as separate components of EFs. Updating was measured using a 2-back task, inhibition was measured using a Flanker task, and shifting was measured using a Trail Making Task.
Results showed that strategy selection (i.e., adaptivity) was related to updating skill, but not inhibition and shifting skills. Concerning strategy execution, starting with efficiency, children’s accuracy in the no-choice condition was associated with updating and shifting, but not with inhibition. Furthermore, none of the three EFs was associated with speed in the no-choice conditions. Turning to proficiency, accuracy in the choice condition was associated with inhibition and shifting, but not with updating, whereas speed in the choice condition was associated with updating.
This study shows the separate associations EFs components have with strategy selection and execution in the domain of multi-digit subtraction, and confirm the existing evidence on the importance of updating skill for arithmetic problem solving. Our results concerning the differing roles that EFs components have in strategy selection and execution help to unravel via which mechanisms EFs are associated with mathematical performance. Further conclusions regarding the association between EFs and strategy selection and execution will be presented at SRCD 2023.

Authors

• Stijn Van Der Auwera, Katholieke Universiteit Leuven (KU Leuven)
  Presenting Author

• Bert De Smedt, University of Leuven

• Joke Torbeyns, Katholieke Universiteit Leuven (KU Leuven)

• Lieven Verschaffel, KU Leuven