Abstract
This article examines the role of working memory, attention shifting, and inhibitory control executive cognitive functions in the development of mathematics knowledge and ability in children. It suggests that an examination of the executive cognitive demand of mathematical thinking can complement procedural and conceptual knowledge-based approaches to understanding the ways in which children become proficient in mathematics. Task analysis indicates that executive cognitive functions likely operate in concert with procedural and conceptual knowledge and in some instances might act as a unique influence on mathematics problem-solving ability. It is concluded that consideration of the executive cognitive demand of mathematics can contribute to research on best practices in mathematics education.
Original language | English (US) |
---|---|
Pages (from-to) | 80-89 |
Number of pages | 10 |
Journal | Mind, Brain, and Education |
Volume | 2 |
Issue number | 2 |
DOIs | |
State | Published - 2008 |
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ASJC Scopus subject areas
- Cognitive Neuroscience
- Developmental and Educational Psychology
- Experimental and Cognitive Psychology
- Education
Cite this
Is there a role for executive functions in the development of mathematics ability? / Blair, Clancy; Knipe, Hilary; Gamson, David.
In: Mind, Brain, and Education, Vol. 2, No. 2, 2008, p. 80-89.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Is there a role for executive functions in the development of mathematics ability?
AU - Blair, Clancy
AU - Knipe, Hilary
AU - Gamson, David
PY - 2008
Y1 - 2008
N2 - This article examines the role of working memory, attention shifting, and inhibitory control executive cognitive functions in the development of mathematics knowledge and ability in children. It suggests that an examination of the executive cognitive demand of mathematical thinking can complement procedural and conceptual knowledge-based approaches to understanding the ways in which children become proficient in mathematics. Task analysis indicates that executive cognitive functions likely operate in concert with procedural and conceptual knowledge and in some instances might act as a unique influence on mathematics problem-solving ability. It is concluded that consideration of the executive cognitive demand of mathematics can contribute to research on best practices in mathematics education.
AB - This article examines the role of working memory, attention shifting, and inhibitory control executive cognitive functions in the development of mathematics knowledge and ability in children. It suggests that an examination of the executive cognitive demand of mathematical thinking can complement procedural and conceptual knowledge-based approaches to understanding the ways in which children become proficient in mathematics. Task analysis indicates that executive cognitive functions likely operate in concert with procedural and conceptual knowledge and in some instances might act as a unique influence on mathematics problem-solving ability. It is concluded that consideration of the executive cognitive demand of mathematics can contribute to research on best practices in mathematics education.
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UR - http://www.scopus.com/inward/citedby.url?scp=65349115402&partnerID=8YFLogxK
U2 - 10.1111/j.1751-228X.2008.00036.x
DO - 10.1111/j.1751-228X.2008.00036.x
M3 - Article
VL - 2
SP - 80
EP - 89
JO - Mind, Brain, and Education
JF - Mind, Brain, and Education
SN - 1751-2271
IS - 2
ER -