The role of mathematical language skills in arithmetic fluency and word-problem solving for first- and second-language learners
| Autor: | Helena P. Osana, Chang Xu, Heather Douglas, Jo-Anne LeFevre, Erin A. Maloney, Sabrina Di Lonardo Burr, Sheri-Lynn Skwarchuk, Anne Lafay, Victoria Simms, Judith Wylie |
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| Přispěvatelé: | Carleton University, Laboratoire de Psychologie et NeuroCognition (LPNC ), Université Savoie Mont Blanc (USMB [Université de Savoie] [Université de Chambéry])-Centre National de la Recherche Scientifique (CNRS)-Université Grenoble Alpes (UGA), Concordia University [Montreal], University of Winnipeg, Queen's University [Belfast] (QUB), University of Ulster, University of Ottawa [Ottawa] |
| Rok vydání: | 2022 |
| Předmět: |
4. Education
05 social sciences 050301 education Language of mathematics Education [SCCO]Cognitive science Word problem solving Fluency [SCCO.PSYC]Cognitive science/Psychology Developmental and Educational Psychology Mathematics education Second language learners Psychology 0503 education ComputingMilieux_MISCELLANEOUS |
| Zdroj: | Journal of Educational Psychology Journal of Educational Psychology, American Psychological Association, 2021, ⟨10.1037/edu0000673⟩ Xu, C, Lafay, A, Douglas, H, Burr, S D L, LeFevre, J-A, Osana, H, Skwarchuk, S-L, Wylie, J, Simms, V & Maloney, E 2022, ' The role of mathematical language skills in arithmetic fluency and word-problem solving for first-and second-language learners ', Journal of Educational Psychology, vol. 114, no. 3, pp. 513-539 . https://doi.org/10.1037/edu0000673 |
| ISSN: | 1939-2176 0022-0663 |
| Popis: | Language skills play an important role in mathematics development. Students (7 to 10 years of age) learning school mathematics either in the same language used at home (first-language learners; n = 103) or in a different language (second-language learners; n = 57) participated in the study. Relations among cognitive skills (i.e., receptive vocabulary, working memory, quantitative skills), domain-specific language skills (i.e., mathematical vocabulary, mathematical orthography), word-problem solving, arithmetic fluency, and word reading were investigated. Second-language learners had lower scores on measures with strong language components (i.e., receptive vocabulary, subitizing, and word-problem solving) than first-language learners, whereas they performed equally well on other tasks. Mathematical vocabulary and receptive vocabulary contributed to word-problem solving success for first-language learners, whereas only receptive vocabulary in the language of instruction related to mathematical outcomes for second-language learners. Mathematical vocabulary was related to arithmetic fluency for both groups, but mathematical orthography was not. For both groups, students’ word reading was predicted by receptive vocabulary, but not by quantitative skills, highlighting the domain-specific nature of these skills. These findings have implications for supporting mathematical learning in second-language students. |
| Databáze: | OpenAIRE |
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