Foundations of mathematics achievement: associations between executive function and specific numerical skills in early childhood

Abstract

The importance of early numerical and executive function (EF) skills is well established, with each skill set positively and specifically predicting later mathematics achievement, income, postsecondary education, and more. Less is known about the relations between EF and numerical skills, however. Thus, Research Question 1 examined the concurrent and predictive relations between EF and numerical skills in 4.5- to 9-year-olds (N=205). I found positive concurrent relations between EF and all six numerical skills, including nonsymbolic magnitude comparison, verbal counting, numerical literacy, count on, non-rote counting, and numerical problem solving. There were unidirectional longitudinal relations between EF and four of the six numerical skills, after controlling for covariates and prior performance on the skill of interest. Bidirectional relations were found for EF and nonsymbolic magnitude comparison. I also found the concurrent relation between EF and count on was higher for children with typical, compared to persistently low mathematics achievement. All other concurrent and predictive EF and numerical skill relations were similar for children with typical and persistently low mathematics achievement. Research Question 2 took a different approach by examining concurrent associations between EF, vocabulary, and numerical skills and mathematics achievement in children with Turner syndrome (N=44), from Low SES households (N=130), or with No Known Risk (N=204) for mathematics learning difficulties. The Turner syndrome and Low SES groups represented examples of biological and environmental mathematics learning difficulty risks, respectively. I found a distinct cognitive profile for children with Turner syndrome, indicating the numerical and non-numerical skills associated with mathematics achievement vary by some mathematics learning difficulties risk factors. Overall, this work can inform mathematics interventions and instruction for children who are typically achieving and at risk for mathematics learning difficulties.