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Enhancing Children's Numeracy and Executive Functions via Their Explicit Integration

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Title: Enhancing Children's Numeracy and Executive Functions via Their Explicit Integration
Language: English
Authors: Gaia Scerif (ORCID 0000-0002-6371-8875), Jelena Sucevic, Hannah Andrews, Emma Blakey (ORCID 0000-0003-3685-3649), Sylvia U. Gattas, Amy Godfrey, Zachary Hawes, Steven J. Howard (ORCID 0000-0002-1258-3210), Liberty Kent, Rebecca Merkley, Rosemary O'Connor, Fionnuala O'Reilly, Victoria Simms
Source: npj Science of Learning. 2025 10.
Availability: Nature Portfolio. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://www.nature.com/npjscilearn/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Numeracy, Executive Function, Mathematics Skills, Preschool Children, Intervention, Disadvantaged, Child Development, Cognitive Development, Socioeconomic Status
DOI: 10.1038/s41539-025-00302-9
ISSN: 2056-7936
Abstract: Executive functions (EF) are crucial to regulating learning and are predictors of emerging mathematics. However, interventions that leverage EF 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 randomised to an integrated EF and mathematics intervention. Our pre-registered hypotheses proposed that the intervention would improve mathematics 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 controlling for differences across settings in EF and mathematics-enhancing practices. EF and mathematics measures showed greater interconnectedness post-intervention. In addition, disadvantaged children in the intervention group made greater gains than in the control group. Our findings emphasise the need to consider EFs in their integration with co-developing functions, and in their educational and socio-economic context.
Abstractor: As Provided
Notes: https://osf.io/8y5u6
Entry Date: 2025
Accession Number: EJ1461098
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Gaia+Scerif%22">Gaia Scerif</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6371-8875">0000-0002-6371-8875</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jelena+Sucevic%22">Jelena Sucevic</searchLink><br /><searchLink fieldCode="AR" term="%22Hannah+Andrews%22">Hannah Andrews</searchLink><br /><searchLink fieldCode="AR" term="%22Emma+Blakey%22">Emma Blakey</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-3685-3649">0000-0003-3685-3649</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sylvia+U%2E+Gattas%22">Sylvia U. Gattas</searchLink><br /><searchLink fieldCode="AR" term="%22Amy+Godfrey%22">Amy Godfrey</searchLink><br /><searchLink fieldCode="AR" term="%22Zachary+Hawes%22">Zachary Hawes</searchLink><br /><searchLink fieldCode="AR" term="%22Steven+J%2E+Howard%22">Steven J. Howard</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1258-3210">0000-0002-1258-3210</externalLink>)<br /><searchLink fieldCode="AR" term="%22Liberty+Kent%22">Liberty Kent</searchLink><br /><searchLink fieldCode="AR" term="%22Rebecca+Merkley%22">Rebecca Merkley</searchLink><br /><searchLink fieldCode="AR" term="%22Rosemary+O'Connor%22">Rosemary O'Connor</searchLink><br /><searchLink fieldCode="AR" term="%22Fionnuala+O'Reilly%22">Fionnuala O'Reilly</searchLink><br /><searchLink fieldCode="AR" term="%22Victoria+Simms%22">Victoria Simms</searchLink>
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  Data: Nature Portfolio. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://www.nature.com/npjscilearn/
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  Data: Executive functions (EF) are crucial to regulating learning and are predictors of emerging mathematics. However, interventions that leverage EF 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 randomised to an integrated EF and mathematics intervention. Our pre-registered hypotheses proposed that the intervention would improve mathematics 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 controlling for differences across settings in EF and mathematics-enhancing practices. EF and mathematics measures showed greater interconnectedness post-intervention. In addition, disadvantaged children in the intervention group made greater gains than in the control group. Our findings emphasise the need to consider EFs in their integration with co-developing functions, and in their educational and socio-economic context.
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  Data: 2025
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  Data: EJ1461098
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      – SubjectFull: Numeracy
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      – SubjectFull: Executive Function
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      – SubjectFull: Mathematics Skills
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