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Success in mathematics contributes to children’s future career and lifelong financial security. There have been reports that dual-language education conveys academic advantages in mathematics achievement, although there is debate. This study aimed to investigate whether dual-language education benefits children’s mathematics achievement and examine executive functions as a potential mechanism through which dual-language education influences math achievement. Fourth grade children ( n  = 465; aged 9–10 years) attending either dual-language education or mainstream education programs within the same school were tested on both mathematics achievement and executive functions. Results showed that children in the dual-language education program had higher math scores as well as higher executive functions performance. Executive functions also significantly mediated the relation between education program and mathematics achievement, providing support for executive functions as a mechanism through which advanced mathematics performance is achieved. All analyses controlled for primary caregiver education. Attrition rate of the education program as well as bilingual proficiency were considered in the analysis. Results suggest that bilingual experience gained from a dual-language program may benefit children’s executive functions and that dual-language education may be an effective program for children’s mathematics achievement through cognitive advantages that contribute to academic success.

Do executive functions gained through two-way dual-Language education translate into math achievement?