Mazzocco Michèle M M, Chan Jenny Yun-Chen, Bock Allison M
Institute of Child Development, University of Minnesota, Minneapolis, MN, United States.
Institute of Child Development, University of Minnesota, Minneapolis, MN, United States.
Adv Child Dev Behav. 2017;53:289-307. doi: 10.1016/bs.acdb.2017.05.001. Epub 2017 Jul 3.
In this chapter, we address one potentially overlooked component of the relation between executive function (EF) skills and early mathematics, a relation for which there is widespread empirical support. Evidence for this relation has, thus far, been largely correlational. Here we emphasize that because positive correlations do not guarantee concordance among all members of a sample or population, a small but meaningful number of children may either fare well in mathematics despite poor EF skills, or may have strong EF skills despite weak mathematics skills. We propose that attention to different profiles of discordance for EF and mathematics may help identify individualized learning needs for students at risk for mathematics difficulties and disabilities.
在本章中，我们探讨了执行功能（EF）技能与早期数学之间关系中一个可能被忽视的潜在组成部分，这一关系得到了广泛的实证支持。到目前为止，这种关系的证据主要是相关性的。在此我们强调，由于正相关并不能保证样本或总体中所有成员都一致，因此，一小部分但数量可观的儿童可能会出现以下情况：尽管执行功能技能较差，但数学成绩却很好；或者尽管数学技能较弱，但执行功能技能却很强。我们认为，关注执行功能和数学方面不一致的不同表现形式，可能有助于识别有数学困难和障碍风险的学生的个性化学习需求。
