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The aim of this study was to examine the differences in executive functions of inhibition and working memory (WM) assessed in kindergarten between subjects with persistent difficulties in the area of mathematics in 2nd grade of Primary School and children with typical achievement. The final study sample consisted of 180 children (originally composed of 209 preschoolers), 6.6% of whom  had persistent mathematical difficulties (n = 12) and 45.5% showed average performance in both measurements (n = 82). At Kindergarten, six neuropsychological tasks related to the executive functions of inhibition, verbal WM and visuospatial WM were administered. The results showed differences in 5 of the 6 tasks applied at the first assessment, with particularly significant effects on inhibition and verbal WM. The implications of these findings for psychoeducational research and practice are discussed.

Funcionamiento ejecutivo temprano en niños con dificultades matemáticas persistentes