Abstract

In the past decade, studies on the association between inhibitory control (IC) and mathematical skills in early childhood have grown significantly. However, no subsequent review has been conducted since a decade ago. This systematic review synthesizes research up to 2025 from eight countries, primarily the United States, involving 10,061 children aged 3.5 to 7 years. The review highlights significant methodological diversity in the tools used to assess IC—such as peg-tapping, Go/No-Go, and Stroop tasks—and mathematical abilities, ranging from object counting to standardized tests like TEMA-3 and Woodcock-Johnson. Findings indicate a generally significant yet variable relationship between IC and early mathematical skills. Most studies suggest a moderate relationship, with some showing weaker or stronger associations. Notably, Attentional IC, the ability to suppress attention to distracting stimuli, shows a slightly stronger and more consistent association with mathematical performance than response inhibition, understood as the ability to suppress dominant motor responses. Methodological challenges include variations in IC tasks, participant age ranges, and potential publication bias. Future research should standardize methodologies, utilize longitudinal designs, and be conducted in less developed countries to provide deeper insights into how IC impacts mathematical development. These findings highlight the need for further research to inform targeted educational strategies and interventions, especially in diverse socioeconomic and developmental contexts. © 2025 Taylor & Francis Group, LLC.