Training Executive Functions Within the Mathematical Domain: A Pilot Study with an Integrated Digital‐Paper Procedure in Primary Second‐Grade
Costanza Ruffini, Camilla Chini, Giulia Lombardi, Silvia Della Rocca, Annarita Monaco, Sara Campana, Chiara Pecini
Source abstract
Abstract Interventions targeting cognitive control processes, such as Executive Functions (EF) have recently been experimented to enhance early math skills. This pilot study explored the feasibility and effectiveness of an intervention integrating EF activities into the mathematical domain among second‐grade students. One hundred and four typically‐developing‐children were assigned to either a group that underwent the intervention (Trained Group; n = 58) or a group that continued with daily didactic activities (Control Group; n = 46). The training lasted for 8 weeks and included both home‐based digital and school‐based paper activities. According to teachers' feedback, the intervention was highly appreciated by children and compatible with classical school curricula. The Trained Group improved in behavioral self‐regulation, math abilities and problem‐solving in comparison to the Control Group. Notably, within the Trained Group, benefits of the training were higher in children with high working memory. This training offers a model to support math learning in primary school, considering inter‐individual differences in EF.
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