A vast body of work highlights executive functions (EFs) as robust correlates of mathematics achievement over the primary and preschool years. Yet, despite such correlational evidence, there is limited evidence that EF interventions yield improvements in early years mathematics. As intervention studies are a powerful tool to move beyond correlation to causality, failures of transfer from executive functions interventions are, we argue, highly problematic for both applied and theoretical reasons. We review the existing correlational and intervention literature at complementary neuroscientific, cognitive, developmental and educational levels. We appraise distinct theories of change underpinning the correlations between EF and early mathematics, as well as explicit or implicit theories of change for different types of EF interventions. We find that isolated EF interventions are less likely to transfer to improvements in mathematics than integrated interventions. Via this conceptual piece, we highlight that the field of EF development is in need of (1) a clearer framework for the mechanisms underpinning the relationships between early EF and other developing domains, such as mathematical cognition; (2) clearer putative theories of change for how interventions of different kinds operate in the context of EF and such domains; (3) and greater clarity on the developmental and educational contexts that influence these causal associations. Our synthesis of the evidence emphasises the need to consider the dynamic development of EFs with co-developing cognitive functions, such as early math skills, when designing education environments. [234 words].

大量工作强调执行功能（EF）与小学和学前阶段的数学成绩有很强的相关性。然而，尽管有这些相关证据，但很少有证据表明 EF 干预可以改善早期数学。由于干预研究是超越相关性与因果关系的强大工具，我们认为，从应用和理论方面来说，执行功能干预的转移失败都是很大的问题。我们回顾了补充神经科学、认知、发展和教育层面的现有相关和干预文献。我们评估了支撑 EF 和早期数学之间相关性的不同变革理论，以及不同类型 EF 干预的显性或隐性变革理论。我们发现，与综合干预相比，孤立的 EF 干预不太可能转化为数学进步。通过这个概念性的文章，我们强调 EF 发展领域需要 (1) 一个更清晰的框架来支持早期 EF 和其他发展领域（例如数学认知）之间关系的机制；(2) 关于不同类型的干预措施如何在 EF 和此类领域中发挥作用的更清晰的假定变革理论；(3) 更清晰地了解影响这些因果关系的发展和教育背景。我们对证据的综合强调，在设计教育环境时，需要考虑 EF 的动态发展与共同发展的认知功能，例如早期数学技能。[234字]。