The Role of Executive Function in Arithmetic Problem-Solving Processes: A Study of Third Graders

This study investigated the roles of different executive function (EF) components (inhibition, shifting, and working memory) in 2-step arithmetic word problem solving. A sample of 139 children aged 8 years old and regularly attending the 3rd grade of primary school were tested on 6 EF tasks measurin...

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Bibliographic Details
Published in:Journal of cognition and development 2017-10, Vol.18 (5), p.595-616
Main Authors: Viterbori, Paola, Traverso, Laura, Usai, M. Carmen
Format: Article
Language:English
Subjects:
Abstract Reasoning
Accuracy
Arithmetic
Cognition & reasoning
Cognitive Ability
Cognitive Tests
Computation
Elementary School Students
Executive Function
Factor Analysis
Foreign Countries
Grade 3
Graduate Students
Mathematical problems
Mathematics
Mathematics Instruction
Measures (Individuals)
Multiple Regression Analysis
Problem Solving
Reading Comprehension
Role
Semantics
Short Term Memory
Task Analysis
Teaching Methods
Thinking Skills
Word Problems (Mathematics)
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Summary:This study investigated the roles of different executive function (EF) components (inhibition, shifting, and working memory) in 2-step arithmetic word problem solving. A sample of 139 children aged 8 years old and regularly attending the 3rd grade of primary school were tested on 6 EF tasks measuring different EF components, a reading task and a reading comprehension task, an arithmetic facts task evaluating basic knowledge of calculation, and three 2-step arithmetic word problems. Multiple hierarchical regression analyses were conducted to investigate the roles of the different EF components in the various phases of the problem-solving process. The results showed that EF affects the various phases of problem solving differently over and above calculation knowledge and reading abilities. The implications of these findings are discussed in relation to further understanding the role of cognitive skills in mathematical problem solving and in relation to instructional approaches that may increase children's performance on 2-step arithmetic word problems.
ISSN:1524-8372
1532-7647
DOI:10.1080/15248372.2017.1392307