Reading difficulties (poor literacy) are commonly associated
with social and academic challenges. Only recently has the importance of math
skills for economic well-being been recognized. Recent research suggests that numerical
skills and more general cognitive processes like executive functions influence
a child’s success in mathematics. Executive functions (EF) refer to the
cognitive processes that enable us to control and coordinate purposeful,
goal-oriented thought and action. Three classes of EF have been identified: the
ability to suppress distracting information (inhibition), the ability to think
flexibly (shifting), and the ability to simultaneously hold and manipulate
information (working memory). This paper reviewed the evidence linking
executive functions and mathematic ability.
Correlational studies have consistently shown a relationship
between working memory in mathematical performance across a range of age
groups. What is particularly important is that this variance cannot be
explained by other variables such as language skills, reading skills, or intelligence.
Other studies have examined this relationship more directly, and shown that
math performance declines when participants are engaged in working memory
tasks. A small number of studies have attempted to train Executive Function
skills to determine whether this will lead to improvements in learning mathematics.
While training programs have been effective in enhancing working memory, there
is currently no consistent evidence that they in turn improve mathematical
achievement.
Understanding the role of EF skills in mathematical performance is essential
for parents and teachers. A greater awareness of the relationship between EF
skills and learning mathematics may allow educators to better facilitate
children’s learning and performance of mathematics in an academic environment.
Blogger: Natalie Pitch is an
undergraduate currently completing her honours thesis in psychology under the
supervision of Lisa Archibald
