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Teachers' Understanding of the Role of Executive Functions in Mathematics Learning - Gilmore - 2014 - Mind, Brain, and Education - Wiley Online Library
Source: onlinelibrary-wiley-com.myaccess.library.utoronto.ca
Article summary:
1. Cognitive psychology research has identified a number of skills related to successful mathematics achievement, including both domain-specific and domain-general abilities.
2. Executive function skills, which monitor and control thought and action, are particularly important for mathematics achievement.
3. A survey was conducted to explore UK teachers' understanding of executive functions in relation to mathematics learning.
Article analysis:
The article is generally reliable and trustworthy in its reporting of the research findings. The authors provide a clear overview of the research that has been conducted on executive functions in relation to mathematics learning, as well as an explanation of why exploring teachers' understanding of this topic is important. The authors also provide detailed information about the participants in their survey, which helps to ensure that the results are representative of the population being studied.
The article does not appear to be biased or one-sided in its reporting; it presents both sides equally and does not make any unsupported claims or omit any points of consideration. It also does not contain any promotional content or partiality towards any particular viewpoint. Furthermore, the authors note possible risks associated with their study (e.g., that teachers may have misconceptions about educational neuroscience).
In conclusion, this article is reliable and trustworthy in its reporting of the research findings on executive functions in relation to mathematics learning.