Enhancing Children’s Numeracy and Executive Function Skills via Explicit Integration: A Randomized Controlled Trial

Abstract

Executive functions (EF) are crucial to regulating learning and are predictors of emerging mathematics. However, interventions that integrate to improve mathematics remain poorly understood. 193 four-year-olds (mean age = 3 years:11 months pre-intervention; 111 female, 69% White) were assessed 5 months apart, with 103 children randomized to an integrated EF and mathematics intervention. We hypothesized that the intervention would improve mathematics scores more than practice-as-usual. Multi-level modelling and network analyses were applied to the data. The intervention group improved more than the control group in overall numeracy, even when we controlled for differences across settings in EF and mathematics enhancing practices. EF and mathematics measures showed greater interconnectedness between EF and mathematics post-intervention. In addition, disadvantaged children in the intervention group made greater gains than in the control group. Our findings emphasize the need to consider EFs in their integration with co-developing functions, and in their educational and socio-economic context.