Article Review - Skills underlying mathematics: The role of executive function in the development of mathematics proficiency

Cragg, L., Gilmore, C. Skills underlying mathematics: The role of executive function in the development of mathematics proficiency. Trends in Neuroscience and Education (2014), http://dx.doi.org/10.1016/j.tine.2013.12.001i

Background:

An understanding of the mechanisms underlying the processes involved in learning and performing mathematics is essential in order to improve mathematics achievement. Currently 21% of 11-year-olds exit primary school without reaching a developmentally appropriate mathematics level, and 5% fail to achieve numeracy skills expected from a 7-year-old. Additionally, about 20% of adults have numeracy skills that fall below that which is required for everyday situations. Aside from factors such as attitude; motivation; language ability; IQ, and social and educational factors; executive function cognitive skills are related to mathematics performance.

Purpose:

To review the existing body of literature and to synthesize current knowledge about executive function skills relative to mathematics performance as well as identify questions for future research.

Definitions:

Executive Function Skills – skills required to monitor and control thought and action; Working Memory – skill of holding and manipulating information in mind; Inhibition – ability to suppress distracting information and unwanted responses; Shifting – ability to flexibly switch attention between different tasks

Key Points:

Studies suggest that children with mathematics disabilities have difficulty with central executive components of working memory, specifically when numerical information such as digit span is involved. While working memory is known to predict mathematics performance, the relationship requires further investigation. Studies also suggest that inhibitory control predicts mathematics performance, but the body of literature is limited. Shifting abilities’ impact on mathematics is unclear although one study found it to be a predictor of mathematics performance. 

The impact of executive function on mathematics performance is complex. Studies suggest that different mathematics components rely on different sets of executive function skills. For instance, working memory was found to be relation to fraction computation, but not a predictor of the conceptual understanding of fractions. Also, inhibition has been linked to the application of additive concepts.

Children appear to rely on executive function skills at different extents depending on developmental age in mathematics performance. They also appear to differ from adults in their reliance on working memory when solving arithmetic problems. These findings possibly suggest the use of different arithmetic strategies, such as retrieval, counting, and decomposition; and less automatic processing resources.

Some studies have examined executive function skills relative to the learning of new mathematical material. They have shown that executive function skills predict mathematics performance in subsequent years. Some studies have also examined the role of training in mathematics learning. Training has been found to lead to an improvement in working memory skills and mental arithmetic, but has no impact on mathematics achievement. Other studies found that domain-specific training improved counting skills.

Conclusions:

The mechanisms of executive function skills that support the acquisition and skilled application of mathematics remain uncertain. The integration of both domain-general and domain-specific skills in theoretical frameworks about the development of mathematics proficiency is necessary. Further research is needed to better predict the relationships between the executive function skills: working memory, inhibition, and shifting; and the components of mathematical knowledge: facts, procedures, and concepts. These components also need to be investigated in different age groups.

Implications:

Overall, the studies presented suggest that children’s executive function skills predict their mathematics performance and impact their ability to learn new mathematical material. These findings cannot yet be generalized in a way that extends directly into the classroom setting. There is a strong need for further investigation in these areas in order to inform and influence classroom practice.

Questions Raised:

Do children differ from adults in their reliance on working memory when utilizing the same arithmetic strategies, or do they use different arithmetic strategies altogether?