Executive Functioning and Mathematics Achievement
Abstract
The importance of executive functioning ( EF ) skills in mathematical achievement is well established, and researchers have moved from just measuring working memory or updating to an inclusion of other EF skills, namely, inhibition and shifting. In this article, we review studies that have taken different approaches to measuring EF (e.g., using single vs. multiple indicators) and those that have applied different analytical techniques to conceptualize the structure of EF (e.g., exploratory vs. confirmatory techniques). Across studies, updating is often a unique predictor of math achievement at many ages; the findings relating to inhibition and switching are less conclusive. We discuss these findings in relation to age‐related variance in EF structure, the nature of inhibitory and shifting task requirements, and the role of updating as a limiting factor or a common resource for inhibition and shifting.
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The inherent demand of mathematics activities on executive functions is highlighted by conceptual and content-based analyses, achievement analyses, neurobiology of mathematical thinking, and textbook exercises.
“The inherent demand of mathematics activities on executive functions is highlighted by conceptual and content-based analyses of early mathematics learning activities for young children (Blair et al. 2008b, Bull & Lee 2014) as well as by analyses of mathematics achievement (Espy et al. 2004).”
From School Readiness and Self-Regulation: A Developmental Psychobiological Approach (2015) · cites this paper as Bull & Lee 2014
Cites
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School Readiness and Self-Regulation: A Developmental Psychobiological Approach
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Self-citation
- Authors
- Bull, R., & Lee, K.
- Affiliations
- Nanyang Technological University (SG)
- Corresponding author
- Bull, Rebecca
- Venue
- Child Development Perspectives
- Publisher
- Oxford University Press (OUP)
- Published
- 2014-02-11
- Volume
- 8
- Issue
- 1
- Pages
- 36-41
- ISSN
- 1750-8592 (ISSN-L)
- 1750-8606
- OpenAlex
- W2139318759
- Cited by
- 552
- References
- 17
- Citations by year
- 2026: 48 · 2025: 39 · 2024: 44 · 2023: 58 · 2022: 45 · 2021: 50 · 2020: 67 · 2019: 43 · 2018: 49 · 2017: 50 · 2016: 31 · 2015: 20 · 2014: 8
- FWCI
- 38.42
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Child Development Perspectives (publishedVersion)
- NIE Digital Repository (National Institute of Education, Nanyang Technological University) (acceptedVersion)
- Topics
- Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Keywords
- executive function, mathematics achievement, working memory updating, inhibition, cognitive flexibility, age differences
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