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

• Published in: Cognitive development Vol. 70; p. 101441
• Main Authors: Susperreguy, María Inés, Di Lonardo Burr, Sabrina M., Xu, Chang, Douglas, Heather P., Bourque, Taeko, del Río, M. Francisca, Salinas, Viviana, LeFevre, Jo-Anne
• Format: Journal Article
• Language: English
• Published: Elsevier Inc 01.04.2024
• Subjects: Chile; Math growth; Mathematical language; Mathematical vocabulary; Mathematics; Math growth; Mathematical vocabulary; Mathematics; Mathematical language; Chile
• ISSN: 0885-2014
• DOI: 10.1016/j.cogdev.2024.101441

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. •We evaluated changes in mathematical vocabulary and mathematical skills.•We studied Spanish-speaking students in early elementary school.•Mathematical vocabulary predicted students’ change in calculation skills.•Domain-general and domain-specific skills differentially support mathematical development.