The relationship between cognitive flexibility and mathematical performance in children: A meta-analysis

Area of Science:

• Cognitive Psychology
• Educational Psychology
• Developmental Psychology

Background:

• Cognitive flexibility (CF), the ability to switch problem-solving strategies, is an executive function (EF).
• While EFs are linked to math performance, CF's role in math outcomes requires systematic review.
• Existing research suggests a connection between CF and mathematical abilities.

Purpose of the Study:

• To systematically review and meta-analyze the relationship between cognitive flexibility and math performance in children.
• To quantify the effect size of this relationship across various mathematical skills.
• To investigate the moderating effect of age on the CF-math performance link.

Main Methods:

• A random-effects meta-analysis was conducted on 23 studies.
• Searches were performed across Scopus, Science Direct, PsycARTICLES, and SciELO databases, supplemented by reference list checks.
• The analysis included data from 35,355 children (mean age 5.8 years, 46% male).

Main Results:

• A significant moderate positive correlation was found between cognitive flexibility and overall math performance (r=0.35).
• Similar moderate correlations were observed for general (r=0.35), conceptual (r=0.34), and procedural math skills (r=0.33).
• Age negatively impacted the correlation, with cognitive flexibility showing a stronger association with math performance in younger children (r=0.40).

Conclusions:

• The findings support the significant influence of cognitive flexibility on mathematical performance, particularly in early childhood.
• Cognitive flexibility is a crucial underlying skill for developing mathematical abilities.
• Assessing cognitive flexibility in early education settings can inform targeted interventions to enhance math skills.