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Executive functioning and motivation in preschool children at risk for learning difficulties in mathematics

M.J. Presentación-Herrero, J. Mercader-Ruiz, R. Siegenthaler-Hierro, I. Fernández-Andrés, A. Miranda-Casas [REV NEUROL 2015;60 (Supl. 1):S81-S85] PMID: 25726829 DOI: https://doi.org/10.33588/rn.60S01.2014562

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Volumen 60 | Number S01 | Nº of views of the article 7.179 | Nº of PDF downloads 1.273 | Article publication date 09/03/2015

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ABSTRACT

INTRODUCTION Early identification of the factors involved in the development of learning difficulties in mathematics is essential to be able to understand their origin and implement successful interventions. This study analyses the capacity of executive functioning and of variables from the motivational belief system to differentiate and classify preschool children with and without risk of having difficulties in mathematics.

SUBJECTS AND METHODS A total of 146 subjects from the third year of preschool education took part in the study, divided into risk/no risk according to the score obtained on the operations subtest of the TEDI-MATH test. Working memory (verbal and visuospatial) and inhibition (with auditory and visual stimuli) neuropsychological tasks were applied. Teachers filled in a questionnaire on the children’s motivation with regard to learning. RESULTS AND

CONCLUSIONS Significant differences were found between the two groups on the working memory and inhibition-auditory factors, as well as on all the motivation variables. The results also show a similar power of classification, with percentages above 80%, for both groups of variables. The implications of these findings for educational practice are discussed. KeywordsExecutive Functioning Inhibition Learning difficulties in mathematics Motivation Preschool education Working memory CategoriesNeuropediatría

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Executive functioning and motivation in preschool children at risk for learning difficulties in mathematics

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