NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1217135
Record Type: Journal
Publication Date: 2019-May
Pages: 10
Abstractor: ERIC
ISSN: ISSN-1073-5836
Double Impact: Mathematics and Executive Function
Joswick, Candace; Clements, Douglas H.; Sarama, Julie; Banse, Holland W.; Day-Hess, Crystal A.
Teaching Children Mathematics, v25 n7 p416-426 May 2019
The teacher displayed counting cards that included both dots and numerals in order from one to five, as she counted them with her students. She then turned the cards facedown, keeping them in order, and began an identify-a-hidden-card activity with the class. This class was engaged in the third of three card activities that develop number sense and number skills. In this article, the authors describe how they have used and modified this activity both to develop mathematical competencies and to develop important higher-order, or executive function, skills. They conclude by providing strategies for modifying any mathematics activity to similarly get "double impact"--simultaneous development of young children's mathematical proficiencies and executive function skills.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: ESI9730804|REC0228440