Abstract
In this chapter, we address one potentially overlooked component of the relation between executive function (EF) skills and early mathematics, a relation for which there is widespread empirical support. Evidence for this relation has, thus far, been largely correlational. Here we emphasize that because positive correlations do not guarantee concordance among all members of a sample or population, a small but meaningful number of children may either fare well in mathematics despite poor EF skills, or may have strong EF skills despite weak mathematics skills. We propose that attention to different profiles of discordance for EF and mathematics may help identify individualized learning needs for students at risk for mathematics difficulties and disabilities.
Original language | English (US) |
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Title of host publication | Advances in Child Development and Behavior |
Publisher | Academic Press Inc. |
Pages | 289-307 |
Number of pages | 19 |
Volume | 53 |
DOIs | |
State | Published - Jan 1 2017 |
Publication series
Name | Advances in Child Development and Behavior |
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Volume | 53 |
ISSN (Print) | 0065-2407 |
Bibliographical note
Publisher Copyright:© 2017 Elsevier Inc.
Keywords
- Early math
- Executive function
- Mathematics learning difficulties
PubMed: MeSH publication types
- Journal Article
- Research Support, Non-U.S. Gov't