The DOI matches its Crossref record; 96 of the 96 references it cites were found in a registry or an index.
Skills underlying mathematics: The role of executive function in the development of mathematics proficiency
Open accessAbstract
The successful learning and performance of mathematics relies on a range of individual, social and educational factors. Recent research suggests that executive function skills, which include monitoring and manipulating information in mind (working memory), suppressing distracting information and unwanted responses (inhibition) and flexible thinking (shifting), play a critical role in the development of mathematics proficiency. This paper reviews the literature to assess concurrent relationships between mathematics and executive function skills, the role of executive function skills in the performance of mathematical calculations, and how executive function skills support the acquisition of new mathematics knowledge. In doing so, we highlight key theoretical issues within the field and identify future avenues for research.
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Cites
Blair, C., & Razza, R. P. (2007) · Child Development · doi:10.1111/j.1467-8624.2007.01019.x · Cited by 3,140
Age-related change in executive function: Developmental trends and a latent variable analysis
Huizinga, M., Dolan, C. V., & van der Molen, M. W. (2006) · Neuropsychologia · doi:10.1016/j.neuropsychologia.2006.01.010 · Cited by 1,636
Bull, R., Espy, K. A., & Wiebe, S. A. (2008) · Developmental Neuropsychology · doi:10.1080/87565640801982312 · Cited by 1,544
Bull, R., & Scerif, G. (2001) · Developmental Neuropsychology · doi:10.1207/s15326942dn1903_3 · Cited by 1,501 · cited 2×
“…as mathematical word problems, across a range of different age groups (Agostino, Johnson, & Pascual- Leone, 2010; Andersson, 2007, 2008; Berg, 2008; Bull & Scerif, 2001; Campos, Almeida, Ferreira, Martinez, & Ramalho, 2012; Hecht, Close, & Santisi, 2003; Kroesbergen et al., 2009; Lee, Ng, Ng, &…”
Maturation of Cognitive Processes From Late Childhood to Adulthood
Luna, B., Garver, K. E., Urban, T. A., Lazar, N. A., & Sweeney, J. A. (2004) · Child Development · doi:10.1111/j.1467-8624.2004.00745.x · Cited by 1,351
Investigating the predictive roles of working memory and IQ in academic attainment
Alloway, T. P., & Alloway, R. G. (2010) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2009.11.003 · Cited by 1,290
Executive functions and achievements in school: Shifting, updating, inhibition, and working memory
St Clair-Thompson, H. L., & Gathercole, S. E. (2006) · Quarterly Journal of Experimental Psychology · doi:10.1080/17470210500162854 · Cited by 1,278 · cited 3×
“…control abilities do predict performance in mathematics (Brock, Rimm- Kaufman, Nathanson, & Grimm, 2009; Bull & Scerif, 2001; Espy et al., 2004; Gilmore et al., 2013; Kroesbergen et al., 2009; Lee et al., 2010; St Clair-Thompson & Gathercole, 2006; Thorell, 2007; but see Andersson, 2008).”
Baddeley, A. (2010) · Current Biology · doi:10.1016/j.cub.2009.12.014 · Cited by 1,122
Raghubar, K. P., Barnes, M. A., & Hecht, S. A. (2010) · Learning and Individual Differences · doi:10.1016/j.lindif.2009.10.005 · Cited by 975
Adaptive training leads to sustained enhancement of poor working memory in children
Holmes, J., Gathercole, S. E., & Dunning, D. L. (2009) · Developmental Science · doi:10.1111/j.1467-7687.2009.00848.x · Cited by 961
Cited by
Bagetta (2016) · doi:10.1111/mbe.12100 · Cited by 433
Kostyrka-Allchorne, K., Cooper, N. R., & Simpson, A. (2017) · Developmental Review · doi:10.1016/j.dr.2016.12.002 · Cited by 302
A review of the academic and psychological impact of the transition to secondary education
Evans, D., Borriello, G. A., & Field, A. P. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.01482 · Cited by 285
Montessori education: a review of the evidence base
Marshall, C. (2017) · npj Science of Learning · doi:10.1038/s41539-017-0012-7 · Cited by 195
The factor structure of executive function in childhood and adolescence.
Laureys, F., De Waelle, S., Barendse, M. T., Lenoir, M., & Deconinck, F. J. A. (2022) · Intelligence · doi:10.1016/j.intell.2021.101600 · Cited by 92
Metadata
- Authors
- Cragg, L., & Gilmore, C.
- Venue
- Trends in Neuroscience and Education
- Publisher
- Elsevier BV
- Published
- 2014-06
- Volume
- 3
- Issue
- 2
- Pages
- 63-68
- ISSN
- 2211-9493 (ISSN-L)
- OpenAlex
- W2137962211
- Cited by
- 577
- References
- 96
- FWCI
- 28.18
- Type
- journal article
- Language
- en
- Open access
- hybrid
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- Cragg, L., & Gilmore, C. (2014). Skills underlying mathematics: The role of executive function in the development of mathematics proficiency. Trends in Neuroscience and Education. https://doi.org/10.1016/j.tine.2013.12.001
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
