Unique and compensatory associations of executive functioning and visuomotor integration with mathematics performance in early elementary school

Chelsea A.K. Duran; Anthony Byers; Claire E. Cameron; David Grissmer

doi:10.1016/j.ecresq.2017.08.005

Unique and compensatory associations of executive functioning and visuomotor integration with mathematics performance in early elementary school

Chelsea A.K. Duran, Anthony Byers, Claire E. Cameron, David Grissmer

Research output: Contribution to journal › Article › peer-review

13 Scopus citations

Abstract

Research has illuminated contributions—usually modeled separately—of both executive functioning (EF) and visuomotor integration (VMI) to mathematical development in early elementary school. This study examined simultaneous associations of EF and VMI, measured at the beginning of the school year, with concurrent and later mathematics performance on several mathematics assessments in kindergartners (n = 89, M_age = 5.5 years) and first graders (n = 73, M_age = 6.6 years) of low socioeconomic status. Both skills were related to concurrent performance on all assessments, as well as improvement through the end of the school year for all but a geometry subtest, which was predicted only by VMI. No significant influence of an interaction between the skills was present, except for concurrently on the geometry subtest and longitudinally on an assessment with a relatively strong emphasis on informal skills. Findings are discussed in the context of supporting mathematics development in early childhood.

Original language	English (US)
Pages (from-to)	21-30
Number of pages	10
Journal	Early Childhood Research Quarterly
Volume	42
DOIs	https://doi.org/10.1016/j.ecresq.2017.08.005
State	Published - Mar 1 2018
Externally published	Yes

Bibliographical note

Funding Information:
The research reported here was supported by awards from the Institute of Education Sciences , U.S. Department of Education, through Grant #R305A110703 to the University of Virginia. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

Publisher Copyright:
© 2017 Elsevier Inc.

Keywords

Cognitive development
Executive functioning
Low socioeconomic status
Mathematics
Visuomotor integration

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title = "Unique and compensatory associations of executive functioning and visuomotor integration with mathematics performance in early elementary school",

abstract = "Research has illuminated contributions—usually modeled separately—of both executive functioning (EF) and visuomotor integration (VMI) to mathematical development in early elementary school. This study examined simultaneous associations of EF and VMI, measured at the beginning of the school year, with concurrent and later mathematics performance on several mathematics assessments in kindergartners (n = 89, Mage = 5.5 years) and first graders (n = 73, Mage = 6.6 years) of low socioeconomic status. Both skills were related to concurrent performance on all assessments, as well as improvement through the end of the school year for all but a geometry subtest, which was predicted only by VMI. No significant influence of an interaction between the skills was present, except for concurrently on the geometry subtest and longitudinally on an assessment with a relatively strong emphasis on informal skills. Findings are discussed in the context of supporting mathematics development in early childhood.",

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AB - Research has illuminated contributions—usually modeled separately—of both executive functioning (EF) and visuomotor integration (VMI) to mathematical development in early elementary school. This study examined simultaneous associations of EF and VMI, measured at the beginning of the school year, with concurrent and later mathematics performance on several mathematics assessments in kindergartners (n = 89, Mage = 5.5 years) and first graders (n = 73, Mage = 6.6 years) of low socioeconomic status. Both skills were related to concurrent performance on all assessments, as well as improvement through the end of the school year for all but a geometry subtest, which was predicted only by VMI. No significant influence of an interaction between the skills was present, except for concurrently on the geometry subtest and longitudinally on an assessment with a relatively strong emphasis on informal skills. Findings are discussed in the context of supporting mathematics development in early childhood.

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Unique and compensatory associations of executive functioning and visuomotor integration with mathematics performance in early elementary school

Abstract

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