Mathematics Instruction as an Effective Intervention for Executive Functions in Young Children
Year: 2025
Type: article
Abstract: The positive effects of education on cognitive development have been confirmed through decades of research carried out in the fields of education and education policy. Within this relationship, the acquisition and practice of early math skills (e.g., counting, addition, subtraction) have been linked with the development of executive functioning (EF). EF is comprised of complex, goal-directed behaviors such as decision-making, organizing, and planning, supported by a suite of cognitive skills. The core cognitive skills underlying EF are working memory, inhibitory control of both attention and action, and cognitive flexibility. All mathematical activities require some level of EF. The field of education is now replete with studies on EF skills as precursors to and supporting factor for math achievement. These findings pave the way for the development of mathematics instruction interventions that strengthen EF during early childhood when the brain is highly plastic and undergoing significant developmental changes, particularly in the prefrontal cortex. In this manuscript, we summarize the literature that supports the use of math-focused activities as a vehicle for strengthening children’s EF, particularly during preschool and early elementary years of schooling (ages 0—6 years old).
Author: M. Tan
Institutions: New York State Psychiatric Institute, Columbia University
Language: English
Subfield: Statistics and Probability
Field: Mathematics
Domain: Physical Sciences
SDG: Quality education
Open Access status: diamond
Funder: National Institutes of Health
OpenAlex ID: W4414859017