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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
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Early Executive Function and Mathematics Relations: Correlation Does Not Ensure Concordance.

Michèle M M Mazzocco1, Jenny Yun-Chen Chan1, Allison M Bock2

  • 1Institute of Child Development, University of Minnesota, Minneapolis, MN, United States.

Advances in Child Development and Behavior
|August 29, 2017
PubMed
Summary
This summary is machine-generated.

Executive function (EF) skills and early math abilities are linked, but some children show discordance. Examining these profiles can help identify students needing support for math difficulties.

Keywords:
Early mathExecutive functionMathematics learning difficulties

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Widespread empirical support exists for a correlation between executive function (EF) skills and early mathematics achievement.
  • Current evidence is predominantly correlational, suggesting a general trend but not universal concordance.

Purpose of the Study:

  • To highlight the importance of examining discordance between EF skills and mathematics abilities.
  • To propose that analyzing individual profiles of discordance can inform targeted interventions.

Main Methods:

  • Review of existing empirical evidence on the EF-mathematics relationship.
  • Conceptual analysis of correlational data and its implications for individual differences.

Main Results:

  • A significant number of children may exhibit discrepancies between their EF skills and mathematics performance.
  • These discrepancies can manifest as strong EF with weak math, or vice versa.

Conclusions:

  • Individualized learning needs for students at risk for mathematics difficulties can be identified by examining discordance profiles.
  • Focusing on discordance offers a more nuanced approach than relying solely on general correlations.