TY - JOUR
T1 - The role of mathematical language skills in arithmetic fluency and word-problem solving for first- and second-language learners
AU - Xu, Chang
AU - Lafay, Anne
AU - Douglas , Heather
AU - Burr, Sabrina Di Lonardo
AU - LeFevre, Jo-Anne
AU - Osana, Helena
AU - Skwarchuk, Sheri-Lynn
AU - Wylie, Judith
AU - Simms, Victoria
AU - Maloney, Erin
PY - 2022/4/1
Y1 - 2022/4/1
N2 - 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.
AB - 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.
U2 - 10.1037/edu0000673
DO - 10.1037/edu0000673
M3 - Article
SN - 0022-0663
VL - 114
SP - 513
EP - 539
JO - Journal of Educational Psychology
JF - Journal of Educational Psychology
IS - 3
ER -