The three basic executive components and school performance in mathematics

Detalhes bibliográficos
Autor(a) principal: Nunes de Santana, Alanny
Data de Publicação: 2020
Outros Autores: Roazzi, Antonio, Melo, Monilly Ramos Araujo
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Brasileira de Estudos Pedagógicos (Online)
Texto Completo: https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/4137
Resumo: Executive Functions (EF) are understood as important predictors of academic performance. As for what constitutes EF, the executive triad model - Working Memory (WM), Inhibitory Control (IC) and Cognitive Flexibility (CF) - is one of the most explored models today. Considering the EF and its relationship with school performance in mathematics, it can be stated that there is no empirical data to infer which component has the highest predictive value on this performance. Therefore, the objective of this quantitative study is to verify which executive components are most associated with mathematical performance and what is the magnitude of this relationship. 110 participants aged from 8 to 12 years old, from public and private schools, were evaluated using the following instruments: the Mini-Mental State Examination (Meem), the Guide for Estimating Mathematical Skills (Coruja PROMAT), the Children’s Abbreviated Neuropsychological Assessment Tool (Neupsilin), the Five Digit Test (FDT) and a sociodemographic questionnaire. The results of the statistical analyses of correlation and regression revealed significant relationships between the three components and mathematical performance, with a strong predominance of WM, followed by CF and IC.
id INEP-2_4d705356afa9c55cafb9c80bc95e570c
oai_identifier_str oai:ojs3.inep:article/4137
network_acronym_str INEP-2
network_name_str Revista Brasileira de Estudos Pedagógicos (Online)
repository_id_str
spelling The three basic executive components and school performance in mathematics Los tres componentes ejecutivos básicos y el rendimiento matemático escolarOs três componentes executivos básicos e o desempenho matemático escolarexecutive functionsmathematic performancememory.funciones ejecutivasdesempeño en matemáticasmemoria.desempenho em matemáticafunções executivasmemória.Funções ExecutivasPsicologia CognitivaEducação MatemáticaExecutive Functions (EF) are understood as important predictors of academic performance. As for what constitutes EF, the executive triad model - Working Memory (WM), Inhibitory Control (IC) and Cognitive Flexibility (CF) - is one of the most explored models today. Considering the EF and its relationship with school performance in mathematics, it can be stated that there is no empirical data to infer which component has the highest predictive value on this performance. Therefore, the objective of this quantitative study is to verify which executive components are most associated with mathematical performance and what is the magnitude of this relationship. 110 participants aged from 8 to 12 years old, from public and private schools, were evaluated using the following instruments: the Mini-Mental State Examination (Meem), the Guide for Estimating Mathematical Skills (Coruja PROMAT), the Children’s Abbreviated Neuropsychological Assessment Tool (Neupsilin), the Five Digit Test (FDT) and a sociodemographic questionnaire. The results of the statistical analyses of correlation and regression revealed significant relationships between the three components and mathematical performance, with a strong predominance of WM, followed by CF and IC.As Funções Executivas (FE) são importantes preditoras do desempenho acadêmico. Quanto à composição das FE, o modelo da tríade executiva – Memória de Trabalho (MT), Controle Inibitório (CI) e Flexibilidade Cognitiva (FC) – é um dos mais explorados na atualidade. Considerando esse modelo e sua relação com o desempenho matemático escolar, pode-se afirmar a inexistência de dados empíricos que permitam inferir qual componente apresenta maior valor preditivo sobre esse desempenho. Portanto, objetivou-se com o presente estudo quantitativo verificar quais componentes executivos mais se associam ao desempenho matemático e qual é a magnitude dessa relação. Avaliaram-se 110 participantes com idades entre 8 e 12 anos, de escolas públicas e privadas, a partir dos instrumentos Mini-Exame do Estado Mental (Meem), Roteiro para Sondagem de Habilidades Matemáticas (Coruja Promat), Instrumento de Avaliação Neuropsicológica Breve Infantil (Neupsilin-INF), Five Digit Test (FDT) e questionário sociodemográfico. Os resultados das análises estatísticas de correlação e regressão empreendidas revelaram relações significativas entre os três componentes e o desempenho em matemática, com forte predominância da MT, seguida da FC e do CI.Las Funciones Ejecutivas (FE) son entendidas como predictoras importantes del rendimiento académico. En cuanto a la composición de las FE, el modelo de la tríada ejecutiva: Memoria de Trabajo (MT), Control Inhibitorio (CI) y Flexibilidad Cognitiva (FC) es uno de los más explorados en la actualidad. Teniendo en cuenta este modelo y su relación con el rendimiento matemático de la escuela, se puede decir que no hay datos empíricos que permitan inferir sobre cuál componente tiene el mayor valor predictivo sobre este rendimiento. Por lo tanto, el objetivo de este estudio cuantitativo fue verificar cuáles componentes ejecutivos están más asociados con el desempeño matemático y cuál es la magnitud de esta relación. Se evaluaron 110 participantes de 8 a 12 años, de escuelas públicas y privadas, utilizando los instrumentos: Miniexamen del Estado Mental (Meem), Guion para Sondeo de Habilidades Matemáticas (Coruja PROMAT), Herramienta de Evaluación Neuropsicológica Breve Infantil (Neupsilin-INF), Five Digit Test (FDT) y un cuestionario sociodemográfico. Los resultados de los análisis estadísticos de correlación y regresión realizados revelaron relaciones significativas entre los tres componentes y el rendimiento matemático, con un fuerte predominio de MT, seguido de FC y CI.INEP2020-12-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/413710.24109/2176-6681.rbep.101i259.4137Revista Brasileira de Estudos Pedagógicos; v. 101 n. 259 (2020)Revista Brasileña de Estudios Pedagógicos; Vol. 101 Núm. 259 (2020)Brazilian Journal of Pedagogical Studies ; Vol 101 No 259 (2020)2176-66810034-718310.24109/2176-6681.rbep.101i259reponame:Revista Brasileira de Estudos Pedagógicos (Online)instname:Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)instacron:INEPporhttps://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/4137/387010.24109/2176-6681.rbep.101i259.3870Nunes de Santana, AlannyRoazzi, AntonioMelo, Monilly Ramos Araujoinfo:eu-repo/semantics/openAccess2023-01-24T15:14:27Zoai:ojs3.inep:article/4137Revistahttp://emaberto.inep.gov.br/index.php/rbepPUBhttps://old.scielo.br/oai/scielo-oai.php||tania.castro@inep.gov.br2176-66810034-7183opendoar:2023-01-24T15:14:27Revista Brasileira de Estudos Pedagógicos (Online) - Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)false
dc.title.none.fl_str_mv The three basic executive components and school performance in mathematics
Los tres componentes ejecutivos básicos y el rendimiento matemático escolar
Os três componentes executivos básicos e o desempenho matemático escolar
title The three basic executive components and school performance in mathematics
spellingShingle The three basic executive components and school performance in mathematics
Nunes de Santana, Alanny
executive functions
mathematic performance
memory.
funciones ejecutivas
desempeño en matemáticas
memoria.
desempenho em matemática
funções executivas
memória.
Funções Executivas
Psicologia Cognitiva
Educação Matemática
title_short The three basic executive components and school performance in mathematics
title_full The three basic executive components and school performance in mathematics
title_fullStr The three basic executive components and school performance in mathematics
title_full_unstemmed The three basic executive components and school performance in mathematics
title_sort The three basic executive components and school performance in mathematics
author Nunes de Santana, Alanny
author_facet Nunes de Santana, Alanny
Roazzi, Antonio
Melo, Monilly Ramos Araujo
author_role author
author2 Roazzi, Antonio
Melo, Monilly Ramos Araujo
author2_role author
author
dc.contributor.author.fl_str_mv Nunes de Santana, Alanny
Roazzi, Antonio
Melo, Monilly Ramos Araujo
dc.subject.por.fl_str_mv executive functions
mathematic performance
memory.
funciones ejecutivas
desempeño en matemáticas
memoria.
desempenho em matemática
funções executivas
memória.
Funções Executivas
Psicologia Cognitiva
Educação Matemática
topic executive functions
mathematic performance
memory.
funciones ejecutivas
desempeño en matemáticas
memoria.
desempenho em matemática
funções executivas
memória.
Funções Executivas
Psicologia Cognitiva
Educação Matemática
description Executive Functions (EF) are understood as important predictors of academic performance. As for what constitutes EF, the executive triad model - Working Memory (WM), Inhibitory Control (IC) and Cognitive Flexibility (CF) - is one of the most explored models today. Considering the EF and its relationship with school performance in mathematics, it can be stated that there is no empirical data to infer which component has the highest predictive value on this performance. Therefore, the objective of this quantitative study is to verify which executive components are most associated with mathematical performance and what is the magnitude of this relationship. 110 participants aged from 8 to 12 years old, from public and private schools, were evaluated using the following instruments: the Mini-Mental State Examination (Meem), the Guide for Estimating Mathematical Skills (Coruja PROMAT), the Children’s Abbreviated Neuropsychological Assessment Tool (Neupsilin), the Five Digit Test (FDT) and a sociodemographic questionnaire. The results of the statistical analyses of correlation and regression revealed significant relationships between the three components and mathematical performance, with a strong predominance of WM, followed by CF and IC.
publishDate 2020
dc.date.none.fl_str_mv 2020-12-31
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/4137
10.24109/2176-6681.rbep.101i259.4137
url https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/4137
identifier_str_mv 10.24109/2176-6681.rbep.101i259.4137
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/4137/3870
10.24109/2176-6681.rbep.101i259.3870
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv INEP
publisher.none.fl_str_mv INEP
dc.source.none.fl_str_mv Revista Brasileira de Estudos Pedagógicos; v. 101 n. 259 (2020)
Revista Brasileña de Estudios Pedagógicos; Vol. 101 Núm. 259 (2020)
Brazilian Journal of Pedagogical Studies ; Vol 101 No 259 (2020)
2176-6681
0034-7183
10.24109/2176-6681.rbep.101i259
reponame:Revista Brasileira de Estudos Pedagógicos (Online)
instname:Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)
instacron:INEP
instname_str Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)
instacron_str INEP
institution INEP
reponame_str Revista Brasileira de Estudos Pedagógicos (Online)
collection Revista Brasileira de Estudos Pedagógicos (Online)
repository.name.fl_str_mv Revista Brasileira de Estudos Pedagógicos (Online) - Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)
repository.mail.fl_str_mv ||tania.castro@inep.gov.br
_version_ 1798951704034541568

Registros relacionados