Abstract
The purpose of this study was to understand the relationship between executive functions and mathematical abilities to determine the contribution of these functions to math performance. In this study, 30 students were selected from among 4th graders of elementary school, in two groups with low achievement in mathematics (poor) and high achievement in mathematics (strong), such that their IQ and reading ability were as close as possible. These groups were measured and compared in terms of attention by means of continuous performance test and shifting by means of Wisconsin Card Sorting Test. The ANOVA and t-test showed that the low-achieving group stood significantly lower than the high-achieving group in shifting, which mirrors the effect of this function in math performance of the students. However, there was no significant difference between the two groups in terms of attention.
Highlights
Mathematics is a branch of human knowledge which has received a lot of attention in recent years
Some researchers have studied the influence of effective factors on educational performance and have shown that educational performance is influenced by executive functions (Best, Miller, & Naglieri, 2011)
Rapid scientific developments and their impact on various aspects of human life have made it crucial to be familiar with the basics of mathematics even for the simplest of jobs
Summary
Mathematics is a branch of human knowledge which has received a lot of attention in recent years. Problems in learning mathematics appear at a very early stage in children, but mostly in elementary school, and continue up to high school (Gersten, Jordan, & Flojo, 2005). Math disability has been addressed by many researchers from various aspects. Many have attributed math disability to information processing inefficiency, yet others have attempted to draw a dividing line between such educational progress problems and cognition (Geary, Brown, & Samaranayake, 1991). Corno & Mandinach (1983) have reported cognitive involvement as an effective cognitive factor in educational progress. Some researchers have studied the influence of effective factors on educational performance and have shown that educational performance is influenced by executive functions (Best, Miller, & Naglieri, 2011)
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