Math Modules | Abilities | Cognitive Focus |

Shifting Patterns. The tasks require the participant to calculate (add, subtract, multiply, or divide) according to the task and the letter presented. | Size and value are promoted with shifting, one of the three skills that make up executive functioning (or planning), which is required to apply the rule of shifting between addition and subtraction or between multiplication and division, as well as to do simple arithmetic. | Planning/Executive Functioning Simultaneous processing Processing speed Attention |

Learning about Number Line aims to introduce the mathematical concept of the number line using images. Each image shows different animals or numbers. The images can be congruent (the image of the larger animal is larger than the smaller animal) or incongruent (the image of the larger animal is smaller than the smaller animal). | Number Line, in the global task, requires the participant to look at two pictures simultaneously and say whether the animal in the second picture is big or small compared to the first picture. The formal school task contains numbers. The underlying skill that promotes it is inhibition. | Planning/Executive Functioning Simultaneous processing Processing speed Attention |

Let us Count contains the animals of Noah’s Ark. In some boxes, there are three animals and in others, seven. | Numerosity, counting the number of digits in a box. If there are seven, the child, after counting them, should say big; if there are three, small. The numbers inside the box can be congruent or incongruent. This task allows us to determine the understanding of the value of the number. Shifting is the skill that supports the development of this skill. | Planning/Executive Functioning Simultaneous processing Processing speed Attention |

Mapping, Meaning, and Estimating comprise nonverbal tasks, corresponding to logical relations, and verbal tasks, corresponding to grammatical relations. Figures Memory, Copy a Picture and Trace a Path are memory tasks that assess simultaneous nonverbal processing. Draw a Picture requires simultaneous verbal processing. | Verbal and nonverbal simultaneous. The one relating to the logical relationship is closely related to “abstract reasoning”, in contrast, translating verbal sentences to construct a picture requires grammatical relations or verbal simultaneous processing. These types of tasks facilitate problem-solving and planning. | Simultaneous processing Planning/Executive Functioning Attention |

Working with Memory for Numbers. It contains tasks that are presented visually and then reproduced verbally in an auditory form. Other tasks in contrast are presented aurally to be reproduced visually and spatially. | Working Memory is required for learning mathematics in conjunction with inhibition and shifting skills. | Planning/Executive Functioning Attention |