幼儿早期数学能力发展一直是学前教育领域的热点研究主题和重要实践环节，研究表明，执行功能与阅读理解能力对幼儿早期数学能力发展有着较强的预测与交互作用，但目前研究还缺乏同时考察执行功能与阅读理解能力对幼儿早期数学能力发展作用的分析。基于这个切入点，本研究在认知复杂性与控制理论、信息加工理论、表征系统理论和晶体智力与流体智力的理论等理论指导下，深入探究了执行功能与阅读理解对幼儿早期数学能力发展的影响，分析了执行功能与阅读理解整合作用于幼儿早期数学能力的路径机制，并根据上述理论给出了可能的理论解释。

本研究采用方便取样，在S省3个县区5所幼儿园22个班级中面向2-6岁幼儿进行两期追踪测查，最终获得467个样本数据。测查项目包括幼儿的执行功能（包括工作记忆、抑制控制和认知灵活性三个子维度）情况、阅读理解能力（包括故事复述与即时理解两个子维度）情况与早期数学能力（包括数感、算术、几何和模式识别四个子维度）情况。在数据分析部分，本研究先考察了不同年龄组幼儿的三种能力发展水平及差异，然后使用逐步回归分别探讨了执行功能对幼儿阅读理解能力和数学能力、阅读理解能力对数学能力的影响，最后采用半纵向中介模型分析了幼儿阅读理解能力对执行功能促进幼儿早期数学能力过程的中介作用，为研究结论提供数据支持。

根据数据分析结果，本研究得出了以下结论：

不同年龄的幼儿的发展水平有显著差异，经过一年的幼儿园生活后，所有幼儿阅读理解能力和数学能力均有显著提升；

幼儿执行功能对阅读理解能力有正向预测作用；

幼儿执行功能、阅读理解能力均对幼儿数学能力有正向预测作用；

从纵向角度进行分析，幼儿阅读理解能力对其执行功能促进数学能力发展的过程起到部分中介的作用。

本研究还根据已有文献成果和理论基础，给出了阅读理解能力在其执行功能与数学能力之间起到中介作用可能的解释：

幼儿在发挥数学能力解决数学问题时，需要调动工作记忆提取和保持相关信息，依靠认知灵活性转换信息线索，在这个过程中幼儿必须对数学问题情景进行阅读与即时理解。同时幼儿解决数学问题还需要调动自身的抑制控制能力，避免自己的思维过程与给出的问题情景产生偏离，减少想象和新的环境刺激带来干扰，而故事复述是一种调用和锻炼抑制控制能力的有效策略。

根据研究结果，本研究为幼儿教师与家长提出了两点教育建议：

（1）重视执行功能的发展。幼儿教师与家长应充分认识到执行功能作为非传统认知因素的重要意义，采用多种手段积极培养幼儿执行功能，开展传统认知因素教学时避免干扰执行功能发展。

（2）将阅读教育与数学教育统一整合，幼儿教师与家长应该充分利用阅读中的非正式数学活动，打破阅读与数学学习的藩篱。

The development of early childhood mathematical abilities has always been a main topic in the field of preschool education and an important practice area. Research has shown that executive function and reading comprehension ability have strong predictive and interactive effects on the development of early childhood mathematical abilities. However, at present, there is few research on simultaneous investigation to the interactive role of executive function and reading comprehension ability in the development of early childhood mathematical abilities. Based on this approach, this thesis explored the relationship between executive function, reading comprehension, and early childhood mathematical ability development, and discussed the integration mechanism of executive function and reading comprehension on the development of early childhood mathematical ability, guided by theories including cognitive complexity and control theory, information processing theory, representation system theory, and crystalline intelligence vs. fluid intelligence theory. Also, possible theoretical explanations were also given based on the above theories.

In this thesis, convenient sampling was adopted to gather data by tracking children from 2 to 6-year-old in 22 classes of 5 kindergartens from 3 counties of S province for two periods, ultimately obtaining 467 complete simples. The examining items covered preschool children's executive function (including working memory, inhibitory control, and cognitive flexibility), reading comprehension ability (including story retelling and immediate comprehension), and early mathematical ability (including counting, calculation, geometry, and pattern recognition). In data analysis part, this thesis firstly investigated the development levels of the three abilities of children in different age groups, analyzing the difference between different age groups. Then discussed the effect of executive function played on the development of preschool children's reading comprehension ability and mathematic ability, and the effect of reading comprehension ability on the development of math ability by stepwise regression method. Finally, a half-longitudinal mediation model was adopted to analyze the mediating effect of reading comprehension on the process of preschool children’s executive function promoting their early mathematical ability. This analysis provided solid foundation for the conclusion of this thesis.

According to the data analysis results, this thesis drew the following conclusions:

(1) There are significant differences among preschool children of different ages. All preschool children’s reading comprehension and math abilities significantly improved after a year’s life in kindergarten;

(2) Preschool children’s executive function has a positive predictive effect on reading comprehension ability;

(3) Preschool children’s executive function and reading comprehension ability both have a positive predictive effect on their math ability;

(4) From a longitudinal perspective, preschool children’s reading comprehension ability partly plays a mediating role in the process of preschool children’s executive function promoting their early mathematical ability.

Based on existing literature and theories, this thesis also provided the probable explanations for the mediating role of reading comprehension ability between executive function and mathematical ability:

When children use their mathematical ability to solve math problems, they need to mobilize their working memory to extract and maintain relevant information, and rely on cognitive flexibility to transform information clues. In this process, children must read and immediately understand the situation of math problems. At the same time, children also need to mobilize their inhibition control ability to solve math problems, to avoid their thinking process deviate from the given problem situation, to reduce distractions from imagination and new environmental stimuli, and story retelling is an effective strategy to invoke and exercise inhibition control ability.

Based on the conclusion, this study provided two educational suggestions for preschool teachers and parents:

(1) Emphasize the development of executive function. Teachers and parents of young children should fully recognize the importance of executive function as a non-traditional cognitive factor and proactively cultivate children's executive function by various teaching activities. Also, they should try to avoid to hinder the development of executive function when training young children’s traditional cognitive factor.

(2) Integrate reading education with mathematics education, teachers and parents should make full use of informal math activities in reading to break the barriers of reading and math learning.