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This paper explores what we can learn from research that early cognitive processes support the development of children's mathematics skills. The role of two cognitive processes in working memory in the development of early mathematics was investigated: executive functions (EF) and visual-spatial (VS) ability. Children's mathematical skills were considered in relation to EF and VS. Recent research suggests that EF skills, which include monitoring and manipulating information in mind (working memory), suppressing distracting information and unwanted responses (inhibition) and flexible thinking (shifting), play a critical role in the development of mathematics performance. The number development also can be explained solely in terms of domain-general processes such as VS.

The transition plan for learners with learning disabilities is a critical aspect that involves various key components. This paper focuses on the importance of transition planning in facilitating the successful integration of such learners into a special class, highlighting the benefits of family, school, and community partnerships. The plan establishes clear goals and objectives that align with the learner s aspirations and abilities, encompassing academic achievements, social integration, skill development, and career exploration. Moreover, the plan identifies specific strategies and interventions to address potential barriers and challenges during the transition process. The paper draws on research conducted in a school situated in Johannesburg South and a longitudinal research program conducted at the School of Education, Trinity College Dublin. Utilizing the insights gained from these studies, the paper proposes an informal Transition Support Training model. This model emphasizes the assessment of learner strengths, challenges, and needs, allowing educators and support teams to construct an Individualized Education Transition Plan that optimally supports learners with learning disabilities throughout their transitional journey into a special class. By delivering the transition plan effectively, educators and support staff can facilitate a smooth transition for the learner's well-being and set the stage for their success in the new educational setting. [For the complete Volume 22 proceedings, see ED656158.]

Children learn to regulate themselves independently at preschool age; thus, adjustment is necessary to improve. Several studies have found the relationship between cool executive function and the development of adjustment. However, little is known about the impact of cool executive function intervention to enhance the adjustment of preschool children. This study investigated the efficacy of an online intervention that focuses on cool executive function components (inhibitory control, working memory, and cognitive flexibility) in improving children's adjustment during COVID-19 pandemic. The study included seven sessions consisting of 4 different tasks (self-ordered pointing task, flanker task, stop-signal task, and flexible item selection task), which lasted approximately one month. Sixty-four children (48-72 months) who participated in the study were randomized into an experimental or control group. Pre-and post-assessments conducted using Child Adjustment and Parenting Self-efficacy (CAPES). Changes in children's adjustment were analyzed using the analysis of covariance (ANCOVA). The results indicate that the adjustment among participants has improved significantly only in children aged four years (48-59 months). This finding suggests that the cool executive function intervention can promote early child adjustment by adding another aspect of EF, even in a pandemic condition. [ABSTRACT FROM AUTHOR]

Supporting students in becoming effective problem solvers is a critical component of K-12 mathematics instruction. Unfortunately, little is known about the factors that are related to problem solving proficiency in middle school students. We report the results of a study that employed a hierarchical linear regression analysis to examine the factors that influenced the problem-solving scores in a sample of 213 sixth and seventh grade students. Results support theoretical predictions that metacognition, executive function, student beliefs, and content knowledge all relate to problem solving proficiency. [For the complete proceedings, see ED658295.]

Hot EF is a set of neurocognitive functions that contribute to children's ability to adapt and survive in emotionally challenging situations. Healthy children will be easily adjusted to new challenges to avoid behavioral and emotional problems during the pandemic. Unfortunately, research shows that no intervention can be used to develop early childhood hot EF. Therefore, this study aims to examine the effectiveness of online hot EF-based interventions on increasing hot EF and early childhood adjustment. A Between Subject Pretest-Posttest Control Group Design was applied in this study. This study was followed by 62 children who were randomly assigned into experimental and control groups. The experimental group received five individual online sessions for three weeks. Hot EF during pretest and posttest was measured using the Gift Delay Test, while adjustment was measured using Children Adjustment and Parent Efficacy Scales (CAPES). The result showed that the experimental group significantly increased hot EF and adjustment compared to the control group. It suggests that this online hot EF-based intervention could promote hot EF and adjustment in early childhood children and be utilized by parents or educators. [ABSTRACT FROM AUTHOR]

Previous studies report mixed evidence regarding bilinguals' cognitive advantage in inhibition and other executive function (EF) tasks compared to monolinguals. This study aims to replicate previous research on Mandarin-English bilinguals. Forty-four participants (22 English monolinguals & 22 Mandarin-English bilinguals) were recruited to complete four EF tasks: Simon, Stroop, Letter-Number Switching and Color-Shape Switching (Cued), targeting inhibition and attention shifting skills. Dependent measures included reaction time (RT) and percentage accuracy (PA). In the Simon task, bilinguals responded significantly slower overall than monolinguals, although there was a significantly larger difference in RT between compatible vs. incompatible trials in monolinguals. The Stroop task revealed no group differences or interaction effects. For the switching tasks, bilinguals had a significantly higher PA overall than monolinguals in the Letter-Number Switching task with no significant group differences found in RT. No significant group differences were found in either measures for the Color-Shape Switching (Cued) task. Weak evidence of enhanced EF skills were reported in Mandarin-English bilinguals. Topics discussed include: choice of dependent measures, choice of cognitive tasks, controlling for confounding variables, and task formats. Future studies should focus on refining experimental design and better defining bilingualism to inform future clinical decisions for bilinguals with executive function-related impairments. [ABSTRACT FROM AUTHOR]

The article presents a study that examines how television exposure at young ages harm children's executive function (EF). It mentions that achievement of EF is regarded as critical in child development and related to a range of concurrent and long-term outcomes, including social behavior and academic achievement.