Executive functions, mathematics teaching and implications for neuropsychopedagogical interventions: Integrative review

Abstract

Introduction: Executive functions are cognitive processes that guide behavior toward goals and are consistently associated with mathematics performance, with cumulative effects throughout the educational trajectory. Although isolated executive function training interventions show limited transfer to mathematics performance, approaches that explicitly integrate these processes with mathematical content appear to be more promising. Objective: This study aimed to describe intervention programs focused on the development of mathematical skills associated with executive functions, considering the significant relevance of these competencies to academic performance. Methods: The study consisted of an exploratory integrative review based on PRISMA guidelines, aiming to map and synthesize evidence on interventions integrating executive functions and mathematical skills, as well as to identify gaps in the scientific literature, particularly within the Brazilian context. Results: The findings suggest that interventions combining executive functions and learning strategies have the potential to promote broader improvements in cognitive processes. However, the Brazilian literature still lacks studies with greater methodological rigor to consistently support the effectiveness of these approaches. Conclusion: There is a significant gap in Brazilian scientific production, which remains limited and fragmented when compared to the international literature. This reinforces the urgent need for structured neuropsychopedagogical interventions that integrate executive functions with contextualized learning strategies. More than simply demonstrating the relationship between executive functions and learning, the current challenge lies in operationalizing this knowledge into effective practices capable of fostering more autonomous and strategic learners throughout their academic trajectory.