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Skills underlying mathematics: the role of executive function in the development of mathematics proficiency

journal contribution
posted on 30.10.2014 by Lucy Cragg, Camilla Gilmore
The successful learning and performance of mathematics relies on a range of individual, social and educational factors. Recent research suggests that executive function skills, which include monitoring and manipulating information in mind (working memory), suppressing distracting information and unwanted responses (inhibition) and flexible thinking (shifting), play a critical role in the development of mathematics proficiency. This paper reviews the literature to assess concurrent relationships between mathematics and executive function skills, the role of executive function skills in the performance of mathematical calculations, and how executive function skills support the acquisition of new mathematics knowledge. In doing so, we highlight key theoretical issues within the field and identify future avenues for research. © 2013 Elsevier GmbH.
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Funding

This work was supported by the ESRC [grant number RES-062-23-3280]. CG is funded by a British Academy Postdoctoral Fellowship.

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

Trends in Neuroscience and Education

Volume

3

Issue

2

Pages

63 - 68

Citation

CRAGG, L. and GILMORE, C.K., 2014. Skills underlying mathematics: the role of executive function in the development of mathematics proficiency. Trends in Neuroscience and Education, 3 (2), pp. 63 - 68.

Publisher

© Elsevier GmbH

Version

VoR (Version of Record)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Publication date

2014

Notes

This article is closed access.

ISSN

2211-9493

Language

en

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