Relating mathematical abilities to numerical skills and executive functions in informal and formal schooling.

ABSTRACT:

Background

The current evidence on an integrative role of the domain-specific early mathematical skills and number-specific executive functions (EFs) from informal to formal schooling and their effect on mathematical abilities is so far unclear. The main objectives of this study were to (i) compare the domain-specific early mathematics, the number-specific EFs, and the mathematical abilities between preschool and primary school children, and (ii) examine the relationship among the domain-specific early mathematics, the number-specific EFs, and the mathematical abilities among preschool and primary school children.

Methods

The current study recruited 6- and 7-year-old children (N_total = 505, n_6yrs = 238, and n_7yrs = 267). The domain-specific e

SUBMITTER: Wongupparaj P 

PROVIDER: S-EPMC8832645 | biostudies-literature | 2022 Feb

REPOSITORIES: biostudies-literature