ABSTRACT

This longitudinal study examined the relationship between executive function (EF) and mathematics with rural and urban preschool children. A panel of direct and indirect EF measures were used to compare how well individual measures, as well as analytic approaches, predicted both numeracy and geometry skill. One hundred eighteen children, ages 39 to 68 months, were given EF and mathematics assessments twice, approximately six months apart, concurrent to their teachers completing an indirect assessment of EF for each child. Results suggest: (1) the child’s age determines if a panel of direct EF measures is a better predictor of numeracy and geometry skills than a single EF measure, (2) geometry and numeracy skill are influenced differently by contextual factors, and (3) the EF-geometry link may develop about six months later than the EF-numeracy connection. As the relationship between preschool age EF and mathematics is better understood, efforts can be made to improve the aspects of EF connected to mathematics skill, which may aid in performance.

摘要

这项纵向研究检验了农村和城市学龄前儿童的执行功能 (EF) 与数学之间的关系。一组直接和间接 EF 测量用于比较单个测量以及分析方法对计算和几何技能的预测效果。118 名年龄在 39 至 68 个月之间的儿童接受了两次 EF 和数学评估，间隔大约 6 个月，同时他们的老师为每个孩子完成 EF 的间接评估。结果表明：（1）儿童的年龄决定了一组直接 EF 测量是否比单个 EF 测量更能预测算术和几何技能，（2）几何和算术技能受上下文因素的影响不同，(3) EF-geometry 连接可能比EF-numeracy 连接晚6 个月左右发展。随着对学龄前 EF 与数学之间关系的更好理解，可以努力改进 EF 与数学技能相关的方面，这可能有助于提高成绩。