Growth in Executive Function Predicts Development in Math Problem-Solving Skills in Kindergarten and First Grade.

• In Event: Unraveling how Executive Functions Support Mathematical Skills in Elementary School: Consideration of Measurement and Mechanisms

Abstract

Children’s executive function (EF) has been associated with a range of academic outcomes concurrently and longitudinally, including both mathematics and literacy achievement (Fuhs et al., 2014). Regarding the development of mathematical skills, it has been suggested that EF serves as a foundation for the development of reasoning abilities and fluid mental capacities (e.g., problem solving) that are typically required for success on mathematics assessments (Blair et al., 2015). In addition, the mechanisms that underlie developmental change in EF may also support growth in mathematical skills, and therefore researchers have examined correlated growth between these two constructs (Ellis et al., 2021). Although there is support for reciprocal relations between the growth in these skills over time (Peng & Kievit, 2020), findings remain mixed due to discrepancies in measurement and timing of assessment (Morrison & Grammer, 2016). Moreover, further investigation is required to understand unidirectional relations between subcomponents of EF and specific mathematical skills. The following study is designed to explore how change across the kindergarten and first-grade years in one indicator of children’s EF (cognitive flexibility) may predict the rate of change in children’s mathematical skills (accuracy and strategy use) while solving simple addition problems.

In a short-term longitudinal study, 63 children entering kindergarten (average age = 5.75 years, 50.8% female) were assessed across the kindergarten and first-grade years (6 timepoints) with a battery of cognitive and academic measures. Children’s executive function was assessed using the Dimensional Change Card Sort Task (DCCS; Zelazo, 2006), once during kindergarten and again in the first grade. In order to capture children’s change over time relative to their initial EF skills in kindergarten, residualized change scores were created and used as a predictor in all analyses. Children were asked to solve ten simple addition problems (Math Problem-Solving Task; adapted from Siegler & Jenkins, 1989) that were coded for strategy use (e.g., counting on, finger recognition, decomposition) across all 6 timepoints. Subsequently, children’s math problem-solving skills were assessed by their total correct answers (accuracy) and if they used a strategy to reach a correct answer (strategy effectiveness).

A series of growth curve models in a multilevel modeling framework were used to examine whether developmental change children’s EF could account for differences in the rate of change over time in their mathematical problem-solving skills (slopes) as well as significant variability in these skills at the end of first grade (intercept). Preliminary findings highlight that children’s EF change scores could account for significant variability in both math problem-solving accuracy (t=2.69, p<.01) and strategy effectiveness (t=2.69, p<.01) at the end of first grade. Moreover, change in EF also accounts for differences in the rate of change over time in math problem-solving skills. Children who exhibited greater relative growth in EF developed problem-solving accuracy (t=2.07, p<.05) and strategy effectiveness (t=2.27, p<.05) more rapidly than their peers who evidenced less growth in EF over time. These and other findings focused on the development of strategy complexity with regard to cognitive flexibility will be discussed.

Authors

• Olivia K. Cook, University of North Carolina at Greensboro
  Presenting Author

• Amber Elizabeth Westover, University of North Carolina at Greensboro

• Jennifer L Coffman, University of North Carolina at Greensboro