ABSTRACT :This study is conducted to further understand the direct and indirect contributions of executive functioning (visuo-spatial updating, verbal updating, inhibition, shifting ) and arithmetic fluency to mathematical problem-solving in 458 fourth-grade students. Arithmetic fluency along with visuospatial and verbal updating were significant predictors of mathematical problem-solving at the end of grade 4. When the growth in mathematical problem-solving during grade -4 and strongly contributed to students problem-solving at the end of grade 4. Inhibition and shifting (in combination with inhibition) were indirectly connected to mathematical problem-solving at the end of grade 4 via their arithmetic fluency. arithmetic fluency plays a critical role and continues to do this in mathematical problem-solving. Furthermore, a decline in importance of visuospatial and verbal updating and increasing importance of inhibition and shifting (Combined with inhibition_ were found with regard to students' ability to solve mathematical problems during grade 4.