Is there a role for executive functions in the development of mathematics ability?

Clancy Blair, Hilary Knipe, David Gamson

Research output: Contribution to journalArticle

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 languageEnglish (US)
Pages (from-to)80-89
Number of pages10
JournalMind, Brain, and Education
Volume2
Issue number2
DOIs
StatePublished - 2008

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Aptitude
Mathematics
Executive Function
mathematics
ability
Cognition
demand
Short-Term Memory
Practice Guidelines
best practice
Education
examination
Research
knowledge
education

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 journalArticle

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