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The role of cognitive inhibition in different components of arithmetic.

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posted on 13.03.2015, 14:26 by Camilla GilmoreCamilla Gilmore, Sarah Keeble, Sophie Richardson, Lucy Cragg
Research has established that executive functions, the skills required to monitor and control thought and action, are related to achievement in mathematics. Until recently research has focused on working memory, but studies are beginning to show that inhibition skills—the ability to suppress distracting information and unwanted responses—are also important for mathematics. However, these studies employed general mathematics tests and therefore are unable to pinpoint how inhibition skills relate to specific components of mathematics. We explored how inhibition skills are related to overall achievement as well as factual, procedural and conceptual knowledge in 209 participants aged 11–12, 13–14 and adults. General mathematics achievement was more strongly related to inhibition measured in numerical compared with non-numerical contexts. Inhibition skills were related to conceptual knowledge in older participants, but procedural skills in younger participants. These differing relationships can shed light on the mechanisms by which inhibition is involved in mathematics.

Funding

ESRC - Skills Underlying Mathematics RES-062-23-3280

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

ZDM - The International Journal on Mathematics Education

Citation

GILMORE, C.K. ... et al., 2015. The role of cognitive inhibition in different components of arithmetic. ZDM Mathematics Education, available 10 Jan 2015, DOI: 10.1007/s11858-014-0659-y

Publisher

© The Author(s). This article is published with open access at Springerlink.com

Version

VoR (Version of Record)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution 3.0 Unported (CC BY 3.0) licence. Full details of this licence are available at: http://creativecommons.org/licenses/by/3.0/

Publication date

2015

Notes

This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

ISSN

1863-9690

eISSN

1863-9704

Language

en

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