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Skills underlying mathematics: the role of executive function in the development of mathematics proficiency
journal contribution
posted on 2014-10-30, 14:42 authored by Lucy Cragg, Camilla GilmoreCamilla GilmoreThe 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.
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 EducationVolume
3Issue
2Pages
63 - 68Citation
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 GmbHVersion
- 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
2014Notes
This article is closed access.ISSN
2211-9493Publisher version
Language
- en
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