Testing the Benefits of an Embedded Math Fluency and Executive Function Intervention in Children
Date
2022-06-01
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Abstract
Math fluency, the ability to solve arithmetic problems quickly and accurately, is highly predictive for future math achievement. A lack in math fluency skills results in individuals devoting more cognitive resources to executive functions to solve math problems. In addition to this compensatory relationship, executive function skills contribute to math learning, thus, there is a bidirectional relationship between math and executive function skills. We created a novel intervention to maximize math learning by embedding executive function training within math fluency training. Consisting of three games that can be played on mobile devices, our intervention requires the retrieval of arithmetic facts while also completing increasingly difficult working memory and inhibitory control tasks. Three fourth grade and two fifth grade classrooms were assigned to either a training group that was asked to play the games at least four times per week over the course of three weeks, or a waitlist control group. Before and after the intervention, all participants were assessed on math fluency and executive functions, and in addition, they rated their perceptions of their own strengths in these skills. In this presentation, we will report the outcomes of the intervention by comparing pre- and post-outcomes for the two groups and by illustrating whether and how self-reported strengths relate to pre-existing skills and training effects.
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MathicSTEAM R&D Project Team, Mathematics Achievement, Executive Function, outcomes of education, educational games, training