Training Executive Functions within the Mathematical Domain: A Pilot Study with an Integrated Digital-Paper Procedure in Primary Second-Grade
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| Title: | Training Executive Functions within the Mathematical Domain: A Pilot Study with an Integrated Digital-Paper Procedure in Primary Second-Grade |
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| Language: | English |
| Authors: | Costanza Ruffini (ORCID |
| Source: | Mind, Brain, and Education. 2024 18(1):85-102. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 2 Primary Education |
| Descriptors: | Training, Executive Function, Elementary School Students, Grade 2, Mathematics Education, Elementary School Mathematics, Numeracy, Mathematics Skills, Mathematics Instruction, Instructional Effectiveness, Intervention, Self Control, Short Term Memory, Foreign Countries |
| Geographic Terms: | Italy |
| DOI: | 10.1111/mbe.12404 |
| ISSN: | 1751-2271 1751-228X |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1416149 |
| Database: | ERIC |
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| 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. |
|---|---|
| ISSN: | 1751-2271 1751-228X |
| DOI: | 10.1111/mbe.12404 |
