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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
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Enhancing children's numeracy and executive functions via their explicit integration.

Gaia Scerif1, Jelena Sučević2, Hannah Andrews2

  • 1Department of Experimental Psychology, University of Oxford, Oxford, UK. gaia.scerif@psy.ox.ac.uk.

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This study found that an integrated intervention improved executive functions (EF) and mathematics skills in four-year-olds. Disadvantaged children showed the most significant gains, highlighting the importance of context in early learning.

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Executive functions (EF) are critical for learning and predicting early mathematics development.
  • Interventions integrating EF and mathematics are not well understood.
  • Early mathematical skills are foundational for academic success.

Purpose of the Study:

  • To investigate the impact of an integrated executive function (EF) and mathematics intervention on four-year-olds' numeracy skills.
  • To determine if the intervention group shows greater improvement in mathematics compared to a control group.
  • To explore the interconnectedness of EF and mathematics skills post-intervention.

Main Methods:

  • 193 four-year-olds participated, with 103 randomized to an integrated EF and mathematics intervention.
  • Children were assessed 5 months apart using pre-registered hypotheses.
  • Multi-level modeling and network analyses were employed to analyze the data.

Main Results:

  • The intervention group demonstrated significantly greater improvements in overall numeracy compared to the control group.
  • Executive function (EF) and mathematics measures exhibited increased interconnectedness after the intervention.
  • Disadvantaged children in the intervention group achieved greater gains than their control counterparts.

Conclusions:

  • Integrating executive functions (EF) into mathematics interventions can effectively enhance numeracy skills in young children.
  • The interconnectedness of EF and mathematics strengthens with targeted intervention.
  • Educational and socio-economic contexts are crucial considerations for EF and mathematics development, particularly for disadvantaged children.