The Role of Mathematical Activities in the Classroom for Executive Function Development in Elementary School

Source abstract

This study examined whether time spent on specific mathematics activities in elementary classrooms supports the development of executive function (EF) skills during the transition to middle childhood. Using data from the Early Childhood Longitudinal Study, Kindergarten Cohort of 2010–2011, a nationally representative sample of U.S. children, we analyzed reports from second- and third-grade teachers on the frequency of math learning activities. A panel of EF experts identified which activities were cognitively demanding. Multilevel regression models tested whether time spent on these “EF-demanding” math activities predicted gains in EF skills, controlling for prior EF, general math time, and a robust set of demographic covariates. The analytic sample included 14,850 children (49% female; 51% male), with racial/ethnic representation of 49% White, 24% Hispanic/Latine, 13% Black/African American, 8% Asian/Pacific Islander, and 6% multiracial/other. Results indicated that time spent on EF-demanding math activities in third grade, but not second grade, was significantly associated with improvements in both working memory and cognitive flexibility. These associations held after accounting for prior EF skills and overall math instructional time. Findings suggest that cognitively demanding math instruction may serve as a dual pathway for academic and cognitive development, particularly during periods of increased academic expectations.