Page 103 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews

Role of executive functioning in mathematical development
Conclusion
The present research findings provide further insight into the roles of arithmetic fluency and specific aspects of executive functioning in the mathematical problem-solving of children. Arithmetic fluency and the visuospatial and verbal updating aspects of executive functioning appear to be most important for mathematical problem-solving measured at the end of grade 4. When mathematical problem-solving measured at the start of grade 4 is controlled for and the development in children’s mathematical problem-solving during grade 4 is considered, the executive functions of inhibition and shifting (in combination with inhibition) are now seen to directly relate to arithmetic fluency and indirectly to development in mathematical problem-solving. An important finding in this study is the continued and unique contribution of arithmetic fluency to the mathematical problem-solving of children in grade 4, which required a more advanced level of mathematical problem-solving than in previous studies using younger children.
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