This study is conducted to further understand the direct and indirect contributions of executive functioning (visuospatial updating, verbal updating, inhibition, shifting) and arithmetic fluency to mathematical problem-solving in 458 fourth-grade students. Arithmetic fluency along with visuospatial and verbal updating were significant predictors of mathematical problem-solving at the end of grade 4. When the growth in mathematical problem-solving during grade 4 was analyzed, only arithmetic fluency directly and strongly contributed to students’ problem-solving at the end of grade 4. Inhibition and shifting (in combination with inhibition) were indirectly connected to mathematical problem-solving at the end of grade 4 via their arithmetic fluency. Arithmetic fluency plays a critical role and continues to do this in mathematical problem-solving. Furthermore, a decline in importance for visuospatial and verbal updating and increasing importance of inhibition and shifting (combined with inhibition) were found with regard to students’ ability to solve mathematical problems during grade 4.

中文翻译：

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算术流畅性和执行功能在数学问题解决中的作用

本研究旨在进一步了解执行功能（视觉空间更新、语言更新、抑制、转移）和算术流畅度对 458 名四年级学生数学问题解决的直接和间接贡献。算术流利度以及视觉空间和语言更新是四年级末数学问题解决的重要预测因素。当分析四年级数学问题解决的增长时，只有算术流利度对学生的问题解决有直接和强烈的贡献在四年级结束时。抑制和转移（与抑制相结合）通过算术流畅性与四年级结束时的数学问题解决间接相关。算术流畅性起着至关重要的作用，并在数学问题解决中继续发挥作用。