Resumo

FLOR, Cristiane Marx; CAMPOS, Ana Paula Soares de; MAIA, Suzete Araujo Aguas  e  SEABRA, Alessandra Gotuzo. Executive Functions: Correlation between two inventories and academic performance in Mathematics. Aval. psicol. [online]. 2020, vol.19, n.3, pp. 268-276. ISSN 1677-0471.  http://dx.doi.org/10.15689/ap.2020.1903.15546.05.

Considering the importance of executive functions for school performance, the present study investigated the association between grades in Mathematics and performance in executive functions, as reported by parents and teachers of 5^th grade students, using the BRIEF and IFERA-I instruments. Participants were parents/guardians and teachers of 47 children, aged between 10 and 11 years, from a private school in the state of São Paulo. There was significant correlation between grades in Mathematics and the parents' and teachers' assessments in the BRIEF and IFERA-I, with the BRIEF presenting higher correlations than the IFERA-I. The teachers' responses showed higher negative correlations with mathematical achievement than those of the parents in all subscales, except in the organization of materials (BRIEF), and the parents reported more difficulties than the teachers. The results corroborate the association between executive functions and Mathematics, as well as the importance of multiple informants in child assessments.

Palavras-chave : executive-functions; BRIEF; IFERA-I; Mathematics.

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