The role of mathematical vocabulary in the development of mathematical skills for Spanish-speaking students

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL Cognitive Development Pub Date : 2024-04-01 DOI:10.1016/j.cogdev.2024.101441

María Inés Susperreguy , Sabrina M. Di Lonardo Burr , Chang Xu , Heather P. Douglas , Taeko Bourque , M. Francisca del Río , Viviana Salinas , Jo-Anne LeFevre

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Abstract

Does mathematical vocabulary predict the change in students’ performance on mathematical tasks from one academic year to the next? Chilean Spanish-speaking students (N = 87) completed measures of mathematical vocabulary, mathematical skills (i.e., arithmetic fluency, calculation, and applied problems), receptive vocabulary, and working memory in Grade 2 (T1, M_age = 7:11 years:months, SD = 0:5, 46% girls). One year later (T2) they completed the same mathematical measures. Concurrent relations were found between mathematical vocabulary and the three mathematical skills at both time points. Together, general and mathematical vocabulary at T1 explained significant unique variance in the change in applied problems and calculation from T1 to T2. For calculation however, only mathematical vocabulary predicted significant unique variance in the change from T1 to T2. Change in arithmetic fluency was only predicted by working memory. These results address the roles of general and mathematical vocabulary in students’ mathematical development in elementary school.

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数学词汇对西班牙语学生数学能力发展的作用

数学词汇能否预测学生在数学任务上的表现从一学年到下一学年的变化？智利西班牙语学生（人数=87）在二年级（T1，年龄=7:11岁:月，SD=0:5，女生占46%）完成了数学词汇、数学技能（即算术流利度、计算和应用问题）、接受词汇和工作记忆的测量。一年后（T2），他们完成了同样的数学测量。在这两个时间点，数学词汇量与三种数学技能之间都存在并发关系。从 T1 到 T2，T1 阶段的普通词汇量和数学词汇量共同解释了应用题和计算能力的显著变化。然而，在计算方面，只有数学词汇能预测从 T1 到 T2 的变化中的显著独特差异。只有工作记忆能预测算术流畅性的变化。这些结果说明了一般词汇和数学词汇在小学学生数学发展中的作用。

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来源期刊

Cognitive Development Multiple-

CiteScore

3.20

自引率

5.60%

发文量

114

期刊介绍： Cognitive Development contains the very best empirical and theoretical work on the development of perception, memory, language, concepts, thinking, problem solving, metacognition, and social cognition. Criteria for acceptance of articles will be: significance of the work to issues of current interest, substance of the argument, and clarity of expression. For purposes of publication in Cognitive Development, moral and social development will be considered part of cognitive development when they are related to the development of knowledge or thought processes.