Experimental Study On The Promotion Of Executive Function On Children’s Mathematical Ability

The development of individual students’ mathematical abilities and the development of their scientific qualities on the basis of mathematics education is one of the important goals of education in the subject.Executive function is a fundamental ability of children and plays a large part in their learning,reasoning,intellectual and problem-solving activities.Numerous studies have shown that there is a correlation between children’s level of executive function development and mathematical ability,and that the two are mutually predictive of each other.Researchers have shown that the level of executive functioning of primary school children can be improved through specialized scientific interventions on subcomponents of executive functioning,and that the improved executive functioning after interventions can improve their mathematical ability to a certain extent.The aim of this study was to understand the current status of executive functioning and mathematical ability and to clarify the correlation between the two.After a scientific and professional intervention on the subcomponents of executive functioning,the study aims to verify the effect of executive functioning on the improvement of mathematical ability and to construct a mechanism model of the effect of executive functioning on the improvement of mathematical ability in primary school children.A total of 120 students in grades 2,4 and 6 of a primary school in L city,Shanxi Province,were selected for this study.A professional scale and experimental paradigm were used to measure the current status of executive function and mathematical ability of primary school children in grades 2,4 and 6,and to investigate the correlation between executive function and mathematical ability.The effect of executive function promotion on mathematical ability was verified through a 10-week intervention training for the intervention training group to enhance executive function.Findings: 1.Children’s mathematical ability and its domains and executive function subcomponents differed significantly on demographic variables(p<0.05);2.There was a significant correlation between executive function subcomponents and mathematical ability and its domains(p<0.05);3.Gender,birthplace,intervention training and executive function all predicted mathematical ability to some extent;4.Executive function intervention training During the course of the executive function intervention training,the correct rate of the intervention training task gradually increased and the reaction time gradually decreased;5.After the executive function intervention training,the mean scores of the posttest scores of the experimental group were all higher than the mean scores of the posttest scores of the control group,and there was a significant difference between the posttest of mathematical ability of the two groups(p<0.05);6.The mean scores of the experimental group on the posttest response were lower than the mean scores of the control group on the posttest response,and there was a significant difference between the two on the executive function posttest(p<0.05);7.Inhibitory control indirectly affected mathematical ability and its domains through the dual mediating effects of working memory and cognitive flexibility,and the intervention training of executive function could moderate the first half of the pathway of executive function affecting mathematical ability and its domains.Conclusions: 1.There were significant differences between mathematical ability and executive function in primary school on demographic variables such as gender,birthplace and grade level;2.Executive function and mathematical ability in primary school children were correlated with each other,and executive function positively predicted mathematical ability;3.After 10 weeks of executive function intervention training,primary school children’s executive function improved overall;4.After 10 weeks of executive function intervention After 10 weeks of executive function intervention training,primary school children’s overall mathematical ability improved;5.After 10 weeks of executive function intervention training,primary school children could improve their executive function and thus their mathematical ability to some extent through the intervention training;6.Inhibitory control in primary school children could directly influence mathematical ability,and inhibitory control indirectly influenced mathematical ability and its domains through the dual mediating effects of working memory and cognitive flexibility.Working memory and cognitive flexibility partially mediate between inhibitory control and mathematical ability,and intervention training in executive function is involved in modulating the first half of the pathway by which executive function affects mathematical ability.