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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The role of mathematical vocabulary in the development of mathematical skills for Spanish-speaking students
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, Mage = 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.
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.
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