ISSN : 1229-0718
The present study investigated age-related development in executive functions (EF), specifically, inhibition and shifting factors, and to explore their relationship with children’s understanding of two critical mathematical concepts: measurement and graph. Our sample included one hundred ninety-five 8- to 11-year-old children living in Seoul and Gyeongi-do, South Korea. Given the high performance of Korean students on EF tasks, we used Monro et al.’s (2006) task with easy and difficult phases to measure EF abilities. The major results of our study are as follows. First, shifting ability, but not inhibition ability, significantly improved between 9 and 10 years of age . Furthermore, shifting score was strongly related to both measurement and graph scores, but inhibition was unrelated to both. Our findings support the idea that shifting plays a critical role in learning mathematics.
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