Simanowski, StefanieStefanieSimanowskiKrajewski, KristinKristinKrajewski2023-06-122020-07-242023-06-122017http://nbn-resolving.de/urn:nbn:de:hebis:26-opus-152829https://jlupub.ub.uni-giessen.de/handle/jlupub/16703http://dx.doi.org/10.22029/jlupub-16081This study assessed the extent to which executive functions (EF), according to their factor structure in 5-year-olds (N = 244), influenced early quantity number competencies, arithmetic fluency, and mathematics school achievement throughout first and second grade. A confirmatory factor analysis resulted in updating as a first, and inhibition and shifting as a combined second factor. In the structural equation model, updating significantly affected knowledge of the number word sequence, suggesting a facilitatory effect on basic encoding processes in numerical materials that can be learnt purely by rote. Shifting and inhibition significantly influenced quantity-to-number-word-linkages, indicating that these processes promote developing a profound understanding of numbers. These results show the supportive role of specific EF for specific aspects of a numerical foundation.enIn Copyrightexecutive functionsnumber sensemathematicskindergartenddc:150