尽管研究表明，数学成就对儿童的教育成功和轨迹的重要性，但许多儿童在没有成功的基础数学技能的情况下进入幼儿园（Garcia＆Weiss，2015年）。儿童执行功能（EF）技能及其与学习相关的行为（Anthony＆Ogg，2020年）可能在支持其早期数学成就方面起关键作用（Morgan等，2019）。此外，有一些证据表明，儿童的学习行为是EF与数学成就相关的机制（例如，Nesbitt等人，2015年），但是尚未完全探索这种途径。探索EF与数学成就功能相关的途径对于男孩而不是女孩的途径，尽管一些文献表明协会的性质或力量上的差异可能会导致数学成就的差异，但也几乎没有研究探讨了与男孩与女孩相似的途径是否相似。小学的男孩和女孩（例如，JR和Levitt，2010年； Robinson-Cimpian等，2013； Robinson＆Lubienski，2011年）。In this study, we used longitudinal data from a racially/ethnically and linguistically diverse sample of 467 preschoolers to examine (1) if children’s EF at the beginning of pre-kindergarten predicts growth in their mathematics achievement across the pre-kindergarten year, (2) whether growth in learning behaviors, specifically task orientation, mediate the associations between EF and mathematics achievement, and (3) if there are sex differences in these associations. We found that growth in children’s task orientation partially mediates the association between EF and mathematics achievement for the preschoolers in our study. Although girls had significantly higher task orientation, we did not find a statistically significant difference in the direct associations between EF, task orientation, and mathematics or in the mediating effect of task orientation for boys and girls. The discussion reviews implications and directions for future research.