Putting research into context: A paradigm shift in conceptualizing executive functions in classroom learning.

Executive functions (EFs) are related to academic performance, but interventions designed to leverage EFs to improve academic outcomes have shown inconsistent results. Academic achievement is also subject to layers of personal, social, task-relevant, and cultural contexts, all of which impact students' EF engagement in any given task. The EF+Math Program explored the potential for EFs to positively impact math achievement by supporting inclusive research and development of EF learning approaches that are contextually embedded and attend to the needs of diverse students. Researchers, developers, and educators worked collaboratively across a portfolio of projects to co-design and evaluate learning approaches for middle school mathematics classrooms. Here we share examples of our contextualized research, and our updated conceptualizations of EFs arising from shared insights. We propose an updated, integrated framework for EF assessment and intervention in the context of middle school mathematics achievement. We conclude with calls to action for continuing inclusive research and development to advance insights across, theory, assessment, and intervention in EF research.