What Mediates the Relationship between Growth in Math Problem-Solving and Working Memory in English Language Learners?

Autor/inn/en	Swanson, H. Lee; Arizmendi, Genesis D.; Li, Jui-Teng
Titel	What Mediates the Relationship between Growth in Math Problem-Solving and Working Memory in English Language Learners?
Quelle	In: Journal of Educational Psychology, 114 (2022) 7, S.1608-1632 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Swanson, H. Lee) ORCID (Arizmendi, Genesis D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000718
Schlagwörter	Problem Solving; Mathematics Education; Short Term Memory; English Language Learners; Elementary School Students; English (Second Language); Grade 1; Grade 2; Grade 3; Academic Achievement; Predictor Variables; Student Development; Achievement Tests; Second Language Learning; Cognitive Processes; Woodcock Johnson Tests of Achievement; Wechsler Intelligence Scale for Children; Woodcock Munoz Language Survey; Woodcock Reading Mastery Test; Peabody Picture Vocabulary Test; Expressive One Word Picture Vocabulary Test; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Problemlösen; Mathematische Bildung; Kurzzeitgedächtnis; English as second language; English; Second Language; Englisch als Zweitsprache; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Schulleistung; Prädiktor; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Zweitsprachenerwerb; Cognitive process; Kognitiver Prozess
Abstract	This study explored the role of growth in the executive components of working memory (WM) on second language (L2) mathematical problem-solving in elementary school children who are emerging bilinguals whose first language (L1) is Spanish. To this end, children (N = 429) in Grades 1, 2, and 3 at Wave 1 were administered a battery of math, reading, vocabulary, and cognitive (short-term memory [STM], working memory [WM], rapid naming, and inhibition) measures. The battery of tests was administered again 1 year and 2 years later to the same participants. Four important findings emerged: (a) growth in the executive of WM was significantly related to growth in L2 math problem-solving independent of growth in reading, vocabulary, fluid intelligence, inhibition, and rapid naming speed; (b) a Nonmath achievement/aptitude (i.e., reading, vocabulary) model provided a better fit to the data than domain-specific math and process models; (c) the relationship between WM and L2 math problem-solving was significantly mediated by L1 mathematical problem-solving and English vocabulary; and (d) the influence of WM on L2 math problem-solving was unidirectional. Taken together, this is the first comprehensive study of the link between growth in WM and growth in emerging bilingual children's mathematical problem-solving in 2 language systems. The results are discussed within the context of four models that assess the contribution of WM in predictions of later math problem-solving in emergent bilingual children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01