International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education
The Relationship between Executive Function and the Conservation of Quantity in Early Childhood Cognitive Processes from the Viewpoint of the Prefrontal Cortex
APA
In-text citation: (Watanabe, 2021)
Reference: Watanabe, N. (2021). The Relationship between Executive Function and the Conservation of Quantity in Early Childhood Cognitive Processes from the Viewpoint of the Prefrontal Cortex. International Electronic Journal of Mathematics Education, 16(3), em0641. https://doi.org/10.29333/iejme/10940
AMA
In-text citation: (1), (2), (3), etc.
Reference: Watanabe N. The Relationship between Executive Function and the Conservation of Quantity in Early Childhood Cognitive Processes from the Viewpoint of the Prefrontal Cortex. INT ELECT J MATH ED. 2021;16(3), em0641. https://doi.org/10.29333/iejme/10940
Chicago
In-text citation: (Watanabe, 2021)
Reference: Watanabe, Nobuki. "The Relationship between Executive Function and the Conservation of Quantity in Early Childhood Cognitive Processes from the Viewpoint of the Prefrontal Cortex". International Electronic Journal of Mathematics Education 2021 16 no. 3 (2021): em0641. https://doi.org/10.29333/iejme/10940
Harvard
In-text citation: (Watanabe, 2021)
Reference: Watanabe, N. (2021). The Relationship between Executive Function and the Conservation of Quantity in Early Childhood Cognitive Processes from the Viewpoint of the Prefrontal Cortex. International Electronic Journal of Mathematics Education, 16(3), em0641. https://doi.org/10.29333/iejme/10940
MLA
In-text citation: (Watanabe, 2021)
Reference: Watanabe, Nobuki "The Relationship between Executive Function and the Conservation of Quantity in Early Childhood Cognitive Processes from the Viewpoint of the Prefrontal Cortex". International Electronic Journal of Mathematics Education, vol. 16, no. 3, 2021, em0641. https://doi.org/10.29333/iejme/10940
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Watanabe N. The Relationship between Executive Function and the Conservation of Quantity in Early Childhood Cognitive Processes from the Viewpoint of the Prefrontal Cortex. INT ELECT J MATH ED. 2021;16(3):em0641. https://doi.org/10.29333/iejme/10940

Abstract

Conservation and executive function (EF) are important early childhood skills; however, knowledge about their relationship is scarce. Hence, in this study, this relationship is investigated, and a comparison is conducted between the Piagetian conservation and EF tasks to obtain the total hemoglobin (mMmm) for the left and right brain activity in the prefrontal cortex of children, using a functional near-infrared spectroscopy. As a case study, a survey was conducted in the home of a four-year-old child (boy) in Japan in 2020. His home was selected as the primary place of investigation owing to the spread of the coronavirus disease 2019 infection. The researcher was an expert in pedagogy and psychology. The following hypothesis could be formulated from the case studies analyzed herein: From the viewpoint of the brain activity in the prefrontal cortex, there may be a link between the conservation of quantity and EF. The preservation of quantity is closely related to mathematics education. This hypothesis can thus expand the scope of research and practice in the fields of psychology, education, and mathematics education. Furthermore, the results may help psychologists, psychiatrists, teachers, parents, and others involved in the development of children sublate the value of their concept of conservation and improve their support methods.

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