The relationship between executive functions (EFs) and mathematics achievement among students with mild intellectual disabilities in inclusive classrooms

The primary aim of the present study was to examine the correlation between executive function skills and the mathematics achievement in children with mild intellectual disabilities in inclusive classrooms. This research employed the descriptive-correlational design. 110 students with mild ID, grades 3-6, aged 9-12 years (mean age 10.9, SD = 6.2 years) were selected to participate in this study. Data were collected through questionnaires. Structural equation modeling software version 20 was used to fit the conceptual model of the research using SPSS software. The results showed that in the first step, executive functions have a significant linear relationship with mathematics achievement (<i>R</i>² = 0.417, <i>p</i> < 0.01, <i>F</i>(1,108) = 197.76) and executive functions explain 41.7% of the variance of mathematics achievement. The results also showed that in the second step, executive functions and intelligence have a significant linear relationship with mathematics achievement (<i>R</i>² = 0.437), <i>p</i> < 0.01, (<i>F</i>(2,107) = 94.53 and explain 43.7% of the variance of mathematics achievement, which intelligence has increased the predictive power by 0.020% (Δ<i>R</i>² = 0.20). In the third step, executive functions, intelligence and age have a significant linear relationship with mathematics achievement (<i>R</i>² = 0.445), <i>p</i> < 0.01, (<i>F</i>(3,106) = 77.65) and together explain 4.45% of the variance in mathematics achievement, with age increasing the predictive power by 1.2% (Δ<i>R</i>² = 0.012). Based on the results obtained, it is suggested that the executive functions of students with intellectual disabilities be strengthened by using extraordinary training courses. Executive function is correlated to its performance and increase its efficiency and its effectiveness, through the use of appropriate strategies.