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The Contribution of Executive Functions in Predicting Mathematical Creativity in Typical Elementary School Classes: A Twofold Role for Updating.

ABSTRACT: The goal of the current study was to investigate the role of executive functions in mathematical creativity. The sample included 278 primary school children (ages 8-13). Two models were compared: the starting model tested whether executive functions (shifting, updating, and inhibition), domain-general creativity, and mathematical ability directly predicted mathematical creativity. The second model, which fitted the data best, included the additional assumption that updating influences mathematical creativity indirectly through mathematical ability and domain-general creativity. Updating was positively related to mathematical creativity. Additionally, updating was positively related to mathematical ability and domain-general creativity. Inhibition, shifting, domain-general creativity and mathematical ability did not have a significant contribution to either model but did positively correlate with mathematical creativity. This study reports the first empirical evidence that updating is a predictor of mathematical creativity in primary school children and demonstrates that creativity is a higher order cognitive process, activating a variety of cognitive abilities.

SUBMITTER: Stolte M

PROVIDER: S-EPMC7713010 | biostudies-literature | 2020 Jun

REPOSITORIES: biostudies-literature

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The Contribution of Executive Functions in Predicting Mathematical Creativity in Typical Elementary School Classes: A Twofold Role for Updating.

Stolte Marije M García Trinidad T Van Luit Johannes E H JEH Oranje Bob B Kroesbergen Evelyn H EH

Journal of Intelligence 20200602 2

The goal of the current study was to investigate the role of executive functions in mathematical creativity. The sample included 278 primary school children (ages 8-13). Two models were compared: the starting model tested whether executive functions (shifting, updating, and inhibition), domain-general creativity, and mathematical ability directly predicted mathematical creativity. The second model, which fitted the data best, included the additional assumption that updating influences mathematic ...[more]

PMID: 32498391

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Project description:IntroductionMathematical modeling has become a crucial competence in mathematics education in many countries and regions due to the increasingly complex real-world problems that students face in the 21st century. Previous research has shown that mathematical modeling contributes to the development of students' creativity, particularly with respect to stimulating and protecting the curiosity of children. However, previous studies have not explored or examined the relationships among middle school students' mathematical modeling competency, curiosity, and creativity based on data drawn from large-scale assessments and have not investigated the influence of teachers' teaching methods in this context.MethodsThis study used convenience sampling to select 4,531 seventh-grade students from eastern and western, urban and rural areas in China. Online tests and questionnaires were used to measure their mathematical modeling competency, curiosity, creativity and guided inquiry teaching, and a moderated mediation model was used to analyze the effect of mathematical modeling competency on creativity.ResultsThe results showed the following. (1) There are statistically significant differences between boys and girls in terms of their mathematical modeling competency, curiosity, and creativity. Specifically, boys score significantly higher than girls on these variables. (2) Creativity exhibits a statistically significant positive correlation with mathematical modeling competency, curiosity, and guided inquiry teaching. (3) Curiosity mediates the relationship between mathematical modeling competency and creativity, and guided inquiry teaching moderates the influence of curiosity. In high-level guided inquiry teaching classes, curiosity has a stronger influence on creativity, and it mediates the relationship between mathematical modeling competency and creativity more strongly.DiscussionThis study empirically verified the influence of mathematical modeling competency on creativity and provided a possible way to cultivate children's creativity. Future research should use longitudinal analysis to verify the causal relationship between mathematical modeling competency and creativity and to systematically explore the possible path by which mathematical modeling competency affects creativity.

Project description:An increasing number of studies are evidencing relationships between physical activity (PA) and the mathematical performance of early school students. This is not surprising due to the fact that children grow in all areas simultaneously and their motor and intellectual developments determine each other. Nevertheless, such an approach of combining mathematics education with physical exercises, in addition through play, which is the basis of children’s activity and the preferred way of spending time, is still rare at schools. In response to this problem, “Eduball” has been created, which is an educational ball with printed letters, numbers, and other signs used for team mini-games. Surprisingly, despite the studies on general usefulness of Eduball in preschool and early-school education and the effects of physical exercise classes carried out using these balls, still little is known about their impact on mathematical development. Here, we investigate the relationships between the use of Eduball and the acquisition of mathematical knowledge and skills by children. We used a quantitative approach in the form of an experiment in natural settings in which 7-year-old students (first grade) took part (N = 25). For the purposes of this experiment, we created scenarios of physical exercise classes integrated with mathematical contents that used Eduball. Mathematical knowledge and skills were assessed by one of the commonly used tests. The results were compared with the data from the control group of traditional physical education classes (N = 22). As assumed, after a 1-year experiment, students from both groups improved their results, but we found a greater progress in terms of mathematical knowledge and skills in the experimental class compared to the control one. Eduball particularly affected competences related to such mathematical categories as: sets and their elements, multiplication and division, geometric shapes and measuring length, and measuring volume and mass. In sum, our results show that physical exercise classes that used Eduball stimulate the acquisition of mathematical competences by students and, consequently, confirm that there is a strong relation of physical and mathematical development. Therefore, there is a need to review children’s educational models, as well as primary school curricula, to combine physical and cognitive activities.

Project description:Executive functions are higher cognitive control functions, which are essential to physical and psychological well-being, academic performance, and healthy social relationships. Executive functions can be trained, albeit without broad transfer, to this date. Broad transfer entails the translation of improved cognitive functions to daily life (behaviors). The intervention Train your Mind was designed to train executive functions among elementary school children aged 9 to 11 years, and obtain broad transfer in terms of enhanced physical activity, healthy eating, and socioemotional regulation.This paper aims to describe the cluster randomized trial to test the effectiveness of the Train your Mind intervention.Train your Mind was integrated into the existing school curriculum for 8 months (25 weeks excluding holidays). The effectiveness of the intervention was tested in a cluster randomized trial comprising 13 schools, 34 groups (school classes), and 800 children, using a battery of 6 computer tasks at pre- and postmeasurement. Each of the 3 core executive functions was measured by 2 tasks (Flanker and Go/No-Go; N-Back and Running Span; Attention Switching Task and Dots/Triangles). Moreover, we administered questionnaires that measure emotion-regulation, cognitive errors, physical activity, dietary habits, and the psycho-social determinants of diet and physical activity. Body mass index was also measured. Multilevel analyses will account for clustering at the school and group levels, and randomization took place at the school level.Results are currently being analyzed.The main purpose of this study is to test Train your Mind's effectiveness in enhancing executive functions. Second, we investigate whether increased executive functions lead to improved physical activity and healthy eating. If found effective, executive function training could easily be integrated into school curricula everywhere, and as such, boost health, academic performance, and emotion-regulation of elementary school children, in a cost-effective manner.Netherlands Trial Register NTR5804; http://www.trialregister.nl/trialreg/admin/rctview.asp?TC=5804 (Archived by WebCite at http://www.webcitation.org/6z9twosJ8).RR1-10.2196/7908.

Dataset Information

The Contribution of Executive Functions in Predicting Mathematical Creativity in Typical Elementary School Classes: A Twofold Role for Updating.

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The Contribution of Executive Functions in Predicting Mathematical Creativity in Typical Elementary School Classes: A Twofold Role for Updating.

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