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Published on: September 27, 2020
Putting research into context: A paradigm shift in conceptualizing executive functions in classroom learning
Rebecca Merkley1, Dana Miller-Cotto2, Alison T Miller Singley3
1Department of Cognitive Science, Carleton University, Canada.
Trends in Neuroscience and Education
|June 12, 2026
Summary
Executive functions (EFs) support academic achievement, but context matters. The EF+Math Program developed inclusive, embedded learning approaches to improve math skills for diverse middle school students.
Area of Science:
- Educational Psychology
- Cognitive Science
- Mathematics Education
Background:
- Executive functions (EFs) correlate with academic performance, yet interventions show mixed results.
- Academic achievement is influenced by personal, social, task-specific, and cultural contexts impacting student engagement.
- Existing interventions often lack contextual embedding and fail to address diverse student needs.
Purpose of the Study:
- To explore how executive functions (EFs) can enhance math achievement through inclusive, contextually embedded learning approaches.
- To co-design and evaluate EF-focused learning strategies for middle school mathematics.
- To develop an updated, integrated framework for EF assessment and intervention in math education.
Main Methods:
- Collaborative research and development involving educators, researchers, and developers.
- Co-design and evaluation of learning approaches in middle school math classrooms.
- Contextualized research incorporating diverse student needs and learning environments.
Main Results:
- Shared insights led to updated conceptualizations of EFs within the math context.
- Examples of contextualized research demonstrating EF-Math program effectiveness.
- Development of a proposed integrated framework for EF assessment and intervention.
Conclusions:
- Inclusive, contextually embedded approaches are crucial for leveraging EFs to improve math achievement.
- An updated framework for EF assessment and intervention is proposed for middle school mathematics.
- Continued inclusive research and development are needed to advance EF theory, assessment, and intervention.
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