Introduction: This study explored the variables of executive functioning (EF) that permitted the evaluation of EF both at home and at school. The objective was to compare the results of the evaluations of these functions in children aged 5 to 6 years, and see to what extent these variables predicted mathematics performance best. Method: Sixty-six third year early childhood education students took part, who were given verbal memory and visuospatial tests, of inhibition, of estimation of mathematical performance and the Behavior Rating Inventory of Executive Function (BRIEF), carrying out a correlational and descriptive study. Results: The results showed correlations between the evaluation of children with neuropsychological tests and the ecological assessments of teachers and parents; and between the BRIEF evaluations, in the metacognitive domain. Conclusion: The measurement that best predicted mathematics performance was the teacher BRIEF, especially in working memory.