Training Executive Functions Within the Mathematical Domain: A Pilot Study with an Integrated Digital‐Paper Procedure in Primary Second‐Grade

Interventions targeting cognitive control processes, such as Executive Functions (EF) have recently been experimented to enhance early math skills. This pilot study explored the feasibility and effectiveness of an intervention integrating EF activities into the mathematical domain among second-grade students. One hundred and four typically-developing-children were assigned to either a group that underwent the intervention (Trained Group; n = 58) or a group that continued with daily didactic activities (Control Group; n = 46). The training lasted for 8 weeks and included both home-based digital and school-based paper activities. According to teachers' feedback, the intervention was highly appreciated by children and compatible with classical school curricula. The Trained Group improved in behavioral self-regulation, math abilities and problem-solving in comparison to the Control Group. Notably, within the Trained Group, benefits of the training were higher in children with high working memory. This training offers a model to support math learning in primary school, considering inter-individual differences in EF.Early mathematical skills can be enhanced through cognitive control processes, notably Executive Functions (EF). This study proposes an intervention that combines EF activities with mathematical and problem-solving exercises. The evaluation by participating teachers indicates that the intervention was both feasible and integrated into the school curriculum. The results show that the Trained Group exhibited improvements in behavioral self-regulation, mathematical skills and problem-solving, surpassing the achievement of the Control Group.