The Role of Mathematical Language Skills in Arithmetic Fluency and Word-Problem Solving for First- and Second-Language Learners

Autor/inn/en	Xu, Chang; Lafay, Anne; Douglas, Heather; Di Lonardo Burr, Sabrina; LeFevre, Jo-Anne; Osana, Helena P.; Skwarchuk, Sheri-Lynn; Wylie, Judith; Simms, Victoria; Maloney, Erin A.
Titel	The Role of Mathematical Language Skills in Arithmetic Fluency and Word-Problem Solving for First- and Second-Language Learners
Quelle	In: Journal of Educational Psychology, 114 (2022) 3, S.513-539 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xu, Chang) ORCID (Lafay, Anne) ORCID (Douglas, Heather) ORCID (Di Lonardo Burr, Sabrina) ORCID (LeFevre, Jo-Anne) ORCID (Osana, Helena P.) ORCID (Skwarchuk, Sheri-Lynn) ORCID (Wylie, Judith) ORCID (Simms, Victoria) ORCID (Maloney, Erin A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000673
Schlagwörter	Mathematics Skills; Language Skills; Arithmetic; Word Problems (Mathematics); Problem Solving; Elementary School Students; Second Language Learning; Orthographic Symbols; Individual Differences; Foreign Countries; French; English (Second Language); Language of Instruction; Canada + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Language skill; Sprachkompetenz; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Textaufgabe; Problemlösen; Zweitsprachenerwerb; Individueller Unterschied; Ausland; Französisch; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Kanada
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01