ISSN 1671-3710
CN 11-4766/R

Advances in Psychological Science ›› 2018, Vol. 26 ›› Issue (9): 1661-1669.doi: 10.3724/SP.J.1042.2018.01661

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The relationship between early childhood mathematics learning and executive function

KANG Dan1,*(), ZENG Li2   

  1. 1 Cognition and Human Behavior Key Laboratory of Hunan Province, Hunan Normal University, Changsha 410081, China
    2 Normal College, Chengdu University, Chengdu 610106, China
  • Received:2017-07-10 Online:2018-09-15 Published:2018-07-30
  • Contact: Dan KANG


Executive function is the self-regulation of complex cognitive activities and a clear goal-oriented process, playing an important role in mathematics learning in early childhood. Executive function offers an important cognitive processing mechanism for the childhood mathematics learning. There is a mutual prediction relationship between executive function and mathematics learning. Executive function can be used to estimate mathematics achievement, and vice versa. Therefore, high quality mathematics education in early childhood may contribute to both developing children’s executive function and mathematical ability. Further research can help for clarifying the definition of executive function and unifying measurement tools. More reliable evidences are needed to prove the causal relationship between early childhood mathematics ability and executive function and further explore their relationships with languages.

Key words: early childhood, mathematical learning, executive function, mathematical ability

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