The role of cognitive and applied executive function skills in learning rational number knowledge

Executive functions are associated with concurrent and future mathematics achievement, however, we know less about how they are involved in learning new mathematics material. We investigated the contribution of executive functions to learning new mathematical material, specifically rational number knowledge, in a standard classroom situation. We measured rational number knowledge as well as cognitive and applied executive functions prior to 8- to 9-year-old children’s first introduction to symbolic rational numbers. Rational number knowledge was measured again 6 and 20 months later. Latent growth curve models revealed that rational number knowledge at Time 1 was predominantly predicted by cognitive measures of executive function while growth in rational number knowledge was predominantly predicted by applied measures. These findings demonstrate that, to understand the role of executive functions in classroom learning, we must consider not only an individual’s executive function capacity, but also how well they can recruit this in applied settings.