Executive Functioning and Early Math Skills in Young Children at Risk for Mathematical Difficulties: Evaluation of Interventions Efficacy and Transfer Effects

ABSTRACT

Research Findings: Executive Function (EF) and Early Math (EM) are foundational skills for children’s school success. Interventions have shown to foster these skills, but their effectiveness in less developed countries remains unknown. This study examined the initial efficacy of an eight-week EF and an EM skills program for young Iranian children at risk for mathematical difficulties. Participants included 88 five- to six-year-old children who were randomly assigned into three conditions: Business-As-Usual (BAU) control group, EF training group, or an EM training group. The experimental groups received 24 sessions over two months. In the EF group, children had significantly higher working memory and planning scores at posttest, which were stable five months later. No significant group difference was found on inhibitory control. In the EM group, children demonstrated stronger math performance compared to BAU children at the posttest and follow-up, suggesting stable math improvement. There was no significant effect of EF training on math performance or significant effect of math training on EF skills. Practice or Policy: Findings suggest that the EF training was related to stronger EF and EM training was related to better math performance. However, there were no significant transfer effects of EF on math and vice versa.

Acknowledgments

The authors would like to thank Pars Cognitive Company and Atieh Clinic for supplying the computer software used in this study.

Disclosure Statement

No potential conflict of interest was reported by the authors.

Data Availability Statement

Readers may access the study dataset by writing to the corresponding author ([email protected]).

Supplementary Material

Supplemental data for this article can be accessed online at https://doi.org/10.1080/10409289.2023.2298166