Domain-Specific Stimulation of Executive Functioning in Low-Performing Students with a Roma Background: Cognitive Potential of Mathematics

Education Sciences, vol. 11, pp. 285

Abstract

The current study investigated whether a domain-specific intervention of ExeFun-Mat targeting math and executive functions in primary school children with a Roma background would be effective in improving their scholastic performance and executive functioning. ExeFun-Mat is based on the principles of the reciprocal teaching approach, scaffolding and self-questioning. The domain-specific content was divided into modules. Each module consisted of a set of graded tasks. The criteria for the grading and hierarchical organization of the tasks were based on the level of cognitive difficulty and the type of representation. In total, 122 students attending grade four of elementary school took part in the project. The study concerned a pretest-intervention-posttest experimental design with three conditions: the experimental condition, an active, and a passive control group. To assess the children’s level of EF, the Delis–Kaplan executive function system test battery was used; to assess children’s mathematical achievement, the cognitive abilities test (the numeracy battery), and ZAREKI—a neuropsychological test battery for numerical processing and calculation—were used. The results suggested that both math performance and executive functions improved over time, with no significant differences between the three conditions. An additional correlational analysis indicated that pretest performance was not related to posttest performance for the children in the experimental and active control group.

Authors 7

1. Iveta Kovalčíková

   University of Prešov

   Affiliation as printed

   Research Center of Cognitive Education, Faculty of Education, University of Presov in Presov, 080 01 Prešov, Slovakia

2. Jochanan Veerbeek Aachen Education and Child Studies

   Leiden University

   Affiliation as printed

   Education and Child Studies, Leiden University, 2333 AK Leiden, The Netherlands

3. Bart Vogelaar Aachen Developmental and Educational Psychology

   Leiden University

   Affiliation as printed

   Developmental and Educational Psychology, Leiden University, 2333 AK Leiden, The Netherlands

4. Alena Prídavková corresponding

   University of Prešov

   Affiliation as printed

   Department of Mathematic Education, Faculty of Education, University of Presov in Presov, 080 01 Prešov, Slovakia

5. Ján Ferjenčík

   University of Pavol Jozef Šafárik

   Affiliation as printed

   Department of Psychology, Faculty of Arts, Pavol Jozef Safarik University in Kosice, 040 01 Košice, Slovakia

6. Edita Šimčíková

   University of Prešov

   Affiliation as printed

   Department of Mathematic Education, Faculty of Education, University of Presov in Presov, 080 01 Prešov, Slovakia

7. Blanka Tomková

   University of Prešov

   Affiliation as printed

   Department of Mathematic Education, Faculty of Education, University of Presov in Presov, 080 01 Prešov, Slovakia