Abstract

Although the role of executive functions in childhood mathematics learning has been extensively studied, there is no consensus on the specific contribution of each executive function in the development of early mathematical skills. This study aimed to determine the validity of a structural equation model of the executive functions of verbal working memory, behavioral inhibition, cognitive inhibition, cognitive flexibility, and planning to explain the variability in the level of development of early mathematical skills in children in kindergarten. We implemented a cross-sectional design of descriptive correlational cut, in which 130 students in the second cycle of early childhood education participated, 64 girls (49.2%; M=66.50 months, SD=7.95 months), 66 boys (50.8%; M=65.30 months, SD=8.10 months), belonging to four Chilean schools. We used five executive tasks and a test of early mathematical skills for the assessments. We performed descriptive analyses, correlations, and structural equation modeling to determine the combined statistical effect of executive functions on early mathematical skills. The results show that the five executive functions explain 57.3% of the variability of the scores achieved by children in early mathematical skills, highlighting the role of verbal working memory, cognitive flexibility, and planning. These results represent a significant contribution to current knowledge on the executive functions that may explain the differentiated performance in mathematics of children in early childhood education, providing relevant information to teachers regarding the executive demands necessary for each mathematical skill, which may favor the integration of teaching strategies that incorporate the stimulation of executive functions in classroom work, thus promoting improvements in the learning of this disciplinary area.