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Related Experiment Video

Updated: Oct 26, 2025

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
10:58

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA

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Executive Function in Learning Mathematics by Comparison: Incorporating Everyday Classrooms into the Science of

Kreshnik Nasi Begolli1, Lindsey Engle Richland2, Susanne M Jaeggi3

  • 1Department of Psychology, California State University, Long Beach, Long Beach, CA, USA.

Thinking & Reasoning
|August 2, 2021
PubMed
Summary
This summary is machine-generated.

Executive Function (EF) differences predict math learning, especially from complex lessons requiring relational reasoning. This suggests EF capacity impacts how students learn from demanding math activities.

Keywords:
Analogymathematics educationteaching

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Neuroscience

Background:

  • Individual differences in Executive Function (EF) are linked to mathematics achievement.
  • The precise mechanisms connecting EF and math learning remain unclear.
  • Relational reasoning, crucial for math, depends on EF resources.

Purpose of the Study:

  • To investigate if individual differences in EF predict learning from a challenging mathematics lesson.
  • To explore the role of EF in acquiring mathematical concepts through relational reasoning.

Main Methods:

  • Assessed individual differences in EF.
  • Administered a conceptually demanding mathematics lesson requiring relational reasoning.
  • Measured learning outcomes at a delay, controlling for pretest scores.
  • Conducted follow-up interviews with mathematics teachers.

Main Results:

  • Variations in EF significantly predicted learning from the mathematics lesson when measured after a delay.
  • EF capacity appears to constrain resources for learning from cognitively demanding mathematical reasoning opportunities.
  • Teacher interviews corroborated that demanding math activities may benefit high-achieving students more than struggling learners.

Conclusions:

  • EF capacity is a key factor influencing students' ability to learn from complex mathematics lessons.
  • Cognitively demanding math instruction may exacerbate achievement gaps if EF differences are not addressed.
  • Integrating Science of Learning (SL) methods is valuable for understanding educational phenomena.