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

Session Type: Paper Symposium

Abstract

A growing body of research documents robust links between executive functions (EFs) and children’s mathematics achievement. This symposium explores how to best measure EF skills in the classroom context and the mechanisms by which EFs are linked to mathematical problem solving in elementary school.

The first paper explores whether a classroom-based assessment of EFs is linked to a group-administered word problem-solving task in a socioeconomically- and racially-diverse sample. They found significant associations between specific EF measures and aspects of children’s mathematical problem solving, emphasizing the importance of utilizing ecologically-valid EF measures. The second paper examines how preschool EFs are linked to strategy use and arithmetic performance across first to third grade. Results suggest that high EFs are uniquely linked to fewer strategies in third grade and the number of strategies is predictive of mathematics performance in first and second grade. The third paper utilizes growth curve modeling to explore whether developmental change in children’s EFs explained growth in mathematical problem-solving skills from kindergarten to first grade. They found that greater growth in EFs linked to better problem-solving accuracy and strategy effectiveness.

Together, these studies provide evidence for the value of EFs measured in both group and individual contexts for the development of mathematical problem-solving skills. Children with better EFs and more growth in EFs utilized more efficient strategies when solving problems and demonstrated stronger mathematical skills. This symposium provides compelling data on how to capture EFs in elementary schools and why EFs serve as key predictors of long-term mathematical success.

Sub Unit

• Cognitive Processes

Chair

• Jenna Elizabeth Finch, University of Nebraska - Lincoln

Discussant

• Andrew Ribner, University of Pittsburgh

Individual Presentations

• Examining Classroom-Based Executive Functioning Tasks and Relations to Elementary Students’ Mathematical Word-Problem Solving - Presenting Author: Tamika L McElveen, Purdue University, West Lafayette; Caroline Byrd Hornburg, Virginia Polytechnic Institute and State University; Eric D Wilkey; Andrew Ribner, University of Pittsburgh; Sara Anne Schmitt, University of Oregon; Robert Duncan, Purdue University, West Lafayette; Dana Miller-Cotto, Kent State University; Amanda S. Mayes, Purdue University, West Lafayette; Ma Bernadette Andres-Salgarino, Santa Clara County Office of Education; Sarah Powell; David James Purpura, Purdue University, West Lafayette

• Do Preschool Executive Functions Relate to Strategy Use and Problem-Solving Performance Into Elementary School? - Presenting Author: Kimia Akhavein, University of Nebraska - Lincoln; Jenna Elizabeth Finch, University of Nebraska - Lincoln; Carrie Clark, University of Nebraska-Lincoln; Jennifer Mize Nelson, University of Nebraska-Lincoln; Kimberly Andrews Espy, University of Texas at San Antonio

• Growth in Executive Function Predicts Development in Math Problem-Solving Skills in Kindergarten and First Grade. - Presenting Author: Olivia K. Cook, University of North Carolina at Greensboro; Amber Elizabeth Westover, University of North Carolina at Greensboro; Jennifer L Coffman, University of North Carolina at Greensboro