Executive functions are associated with concurrent and future mathematics achievement, however, we know less about how they are involved in learning new mathematics material. We investigated the contribution of executive functions to learning new mathematical material, specifically rational number knowledge, in a standard classroom situation. We measured rational number knowledge as well as cognitive and applied executive functions prior to 8- to 9-year-old children's first introduction to symbolic rational numbers. Rational number knowledge was measured again 6 and 20 months later. Latent growth curve models revealed that rational number knowledge at Time 1 was predominantly predicted by cognitive measures of executive function while growth in rational number knowledge was predominantly predicted by applied measures. These findings demonstrate that, to understand the role of executive functions in classroom learning, we must consider not only an individual's executive function capacity, but also how well they can recruit this in applied settings. Executive functions are the set of skills that allow us to control our thoughts and behaviour. We investigated the role of executive function skills in learning about rational numbers in mathematics lessons. We found that executive function skills were related both to children's performance of mathematical procedures as well as how well they could learn new procedures over time. This suggests that one reason why children learn at different rates is differences in their executive function skills. Therefore, it may be beneficial for teachers to consider the executive function demands of classroom activities.

中文翻译：

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认知和应用执行功能技能在学习有理数知识中的作用

执行功能与当前和未来的数学成就相关，然而，我们对它们如何参与学习新的数学材料知之甚少。我们研究了在标准课堂环境下执行功能对学习新数学材料（特别是有理数知识）的贡献。在 8 至 9 岁儿童首次接触符号有理数之前，我们测量了有理数知识以及认知和应用执行功能。 6 个月和 20 个月后再次测量有理数知识。潜在增长曲线模型显示，时间 1 时的有理数知识主要是通过执行功能的认知测量来预测的，而有理数知识的增长主要是通过应用测量来预测的。这些发现表明，要了解执行功能在课堂学习中的作用，我们不仅必须考虑个人的执行功能能力，还要考虑他们在应用环境中如何运用这种能力。执行功能是一组让我们能够控制自己的思想和行为的技能。我们研究了执行功能技能在数学课程中学习有理数时的作用。我们发现，执行功能技能与儿童数学程序的表现以及他们随着时间的推移学习新程序的能力有关。这表明儿童学习速度不同的原因之一是他们的执行功能技能不同。因此，教师考虑课堂活动的执行功能需求可能是有益的。