Rethinking Executive Functions in Mathematical Cognition

ABSTRACT

New perspectives on executive functions propose a greater involvement of context. These perspectives have implications for research in mathematical cognition. We tackle the problem that although individuals clearly exercise inhibitory control in mathematical contexts, researchers find that the relations between inhibitory control and mathematics are sometimes “weaker than expected.” In this review, we identify how children and adults use inhibitory control in specific foundational symbolic and non-symbolic mathematical contexts, with attention to concepts learned in primary (6 to 12) years. Then, we argue that considering context (e.g., task features, participant’s state, and prior knowledge) will allow researchers to thoroughly investigate the mechanistic role of cognitive processes involved in mathematical tasks.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

Data sharing is not applicable to this article as no new data were created or analyzed in this study.