Executive Function and Math
Understanding How Executive Function Training Impacts Mathematics Skills in Preschool Children: A Conversation With Developmental Psychologist Dr. Jasmine Ernst
Evidence suggests there is a positive correlation between strong executive function (EF) skills and academic growth over time. Programs that integrate EF practice into early childhood curriculum may see significant improvements in learning and social development. Why does building EF skills appear to improve academic outcomes? It seems obvious: if stronger EF skills predict better outcomes and EF practice strengthens EF skills, then shouldn’t EF practice improve outcomes? Logically, it makes sense. But to really understand which EF practices can improve outcomes, and under what circumstances, you need to study the question scientifically.
We recently spoke with Dr. Jasmine Ernst, who has looked at this very question from a scientific perspective. In fact, she is co-author of one of the first experimental studies of the connection between EF practice and improved mathematics performance in early childhood, which includes all four training conditions necessary to get to the bottom of this question. The results of her and her co-authors’ research are exciting for early childhood educators because they support the hypothesis that practicing EF not only increases EF skills but can also improve mathematics skills in children.
Interviewer: How did you first become interested in executive function?
Dr. Ernst: I developed an interest in research and developmental science during my undergraduate studies. My focus shifted from studying the role of preschool teachers to examining how executive function impacts student learning, particularly in math and science.
Interviewer: How has your research evolved?
Dr. Ernst: My research now integrates early childhood education, executive function, and STEM achievement. I recently published a paper exploring the link between executive function and preschool students' mathematics development, examining interventions' impact on numeracy skills.
Interviewer: Can you tell us about your paper and its relevance to early childhood education?
Dr. Ernst: Our paper, "Executive Function and Mathematics in Preschool Children: Training and Transfer Effects," investigates how executive function interventions improved numeracy skills in 104 preschoolers. We tested four scenarios to identify the most effective interventions for executive function, mathematics, and number skills in young children.
Interviewer: Why was this study needed? What knowledge gap does it fill?
Dr. Ernst: The study aimed to identify effective interventions for improving executive function and mathematics in preschoolers. It addressed a knowledge gap by establishing cause-and-effect relationships through experimental design, finding that reflection-based executive function training improved both executive function and number skills.
Interviewer: What is the key takeaway for teachers and parents?
Dr. Ernst: Our research suggests that intentionally including opportunities for children to use their executive function skills is crucial for developing both executive function and number skills, emphasizing the importance of engaging with numbers and math.
Interviewer: Based on your overall knowledge of executive function research in education, what is the connection between executive function and learning? How does executive function impact kindergarten readiness?
Dr. Ernst: Executive function skills are crucial during learning, helping individuals focus, ignore distractions, and stay attentive. Our research indicates that executive function training not only enhances these skills but also improves numerical skills, showcasing the spillover effects of intentional practice.
Interviewer: What is the next step in this research?
Dr. Ernst: The next step is to determine whether the short-term interventions' effects can be sustained over time and, if so, how. The goal is to continue studying and gradually scale up the research, potentially integrating it into daily teaching practices.
