Development of Mathematical Skills of Primary School Children with Different Levels of Executive Functions in CHAT-Based and Traditional Programs

This chapter presents the results of a longitudinal study that examined the development of mathematical skills of primary school children in relation to two types of factors: the child’s educational environment and individual cognitive characteristics. In terms of the educational environment, the participants varied in the curriculum they received—a program built according to the principles of Cultural-Historical Activity Approach (CHAT) was compared to a traditional program. In terms of individual characteristics, children’ executive functions were examined as a predictor of mathematical growth. The development of basic mathematical skills expected upon completion of first grade (7–8 years old children) was assessed: writing numbers in Base-10 number system, addition and subtraction (single-digit and double-digit numbers), comparing numbers in magnitude, measurment (to measure objects with a given unit of measurement), and finding the place of a number on a number line. This study revealed that the higher the level of development was, the faster the development of the two mathematical skills (writing numbers in Base-10 number system and measurement) developed. However, no significant dynamics in any other skills depending on the executive functions were registered. The CHAT-based educational program shows only a tendency to produce differences in the development of writing numbers in Base-10 number system, addition and subtraction of two-digit numbers, and finding the place of a number on a number line. At the same time, children with different levels of executive functions master mathematical skills equally within the two educational programs examined. Thus, it cannot be suggested that one program is more suitable than the other for children with a certain level of executive functions; children with different levels of executive functions develop mathematical skills at their own pace independently of the program they follow. The results of the study are analyzed in two theoretical perspectives of learning and development. The first one, Piaget’s approach, emphasizes the need to adapt programs to the child's level of development. The other one, Vygotsky’s approach, reflects the idea that training programs should be built in such a way that learning leads to development, and that those mathematical abilities that otherwise would not have arisen, are formed.