Resumo

SANTANA, Alanny Nunes de; ROAZZI, Antonio  e  MELO, Monilly Ramos Araujo. The three basic executive components and school performance in mathematics. R. Bras. Est. Pedag. [online]. 2020, vol.101, n.259, pp.649-669. ISSN 2176-6681.  https://doi.org/10.24109/2176-6681.rbep.101i259.4137.

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.

Palavras-chave : executive functions; mathematic performance; memory.

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