Développement de la compréhension du lexique mathématique de la MSM au CM2 à partir de quatre épreuves d’évaluation orthophonique

Abstract

Mathematical vocabulary predicts the development of mathematical skills. The aims were to evaluate the construct validity of four subtests assessing children's understanding of mathematical vocabulary and to provide developmental benchmarks of word acquisition. A group of 535 French children from preschool (4–5 years old) to the fifth grade completed from one to four tests of mathematical vocabulary comprehension from the Examath 5-8, Examath 8-15, and Exalang 8-11 tests. The results showed that preschoolers understood fewer mathematical words or expression than kindergarteners, who understood fewer mathematical words than first graders, and so on. Moreover, some words were already understood by the preschoolers (e.g.: first, add), while others were still being acquired by fifth graders (e.g.: as many) or not yet acquired (e.g.: dividend, product). These benchmarks on the acquisition of mathematical vocabulary in French-speaking schoolers, available for practitioners, will provide useful support for mathematical assessment and intervention in typically developing children and those at risk for difficulties.