The effects of language instruction on math development
How does language shape mathematical development? In this article, we consider this question by reviewing findings from cross‐sectional and longitudinal research. In this literature, we find that differences in the structures of languages and individual variations in language ability are associated...
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| Published in | Child development perspectives Vol. 16; no. 2; pp. 69 - 75 |
|---|---|
| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
United States
Wiley
01.06.2022
Wiley Subscription Services, Inc |
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| Online Access | Get full text |
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| Abstract | How does language shape mathematical development? In this article, we consider this question by reviewing findings from cross‐sectional and longitudinal research. In this literature, we find that differences in the structures of languages and individual variations in language ability are associated with mathematical performance in both obvious and unexpected ways. We then consider the causal nature of these relations, with a focus on experimental studies that have tested the effects of language instruction on mathematical outcomes. Findings from this work show that certain forms of language instruction meaningfully improve performance in several mathematical domains, providing strong evidence of a linguistic pathway in mathematical development. However, much additional research is needed to understand how language instruction may be integrated optimally into math education. We conclude with recommendations for research. |
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| AbstractList | Abstract
How does language shape mathematical development? In this article, we consider this question by reviewing findings from cross‐sectional and longitudinal research. In this literature, we find that differences in the structures of languages and individual variations in language ability are associated with mathematical performance in both obvious and unexpected ways. We then consider the causal nature of these relations, with a focus on experimental studies that have tested the effects of language instruction on mathematical outcomes. Findings from this work show that certain forms of language instruction meaningfully improve performance in several mathematical domains, providing strong evidence of a linguistic pathway in mathematical development. However, much additional research is needed to understand how language instruction may be integrated optimally into math education. We conclude with recommendations for research. How does language shape mathematical development? In this article, we consider this question by reviewing findings from cross‐sectional and longitudinal research. In this literature, we find that differences in the structures of languages and individual variations in language ability are associated with mathematical performance in both obvious and unexpected ways. We then consider the causal nature of these relations, with a focus on experimental studies that have tested the effects of language instruction on mathematical outcomes. Findings from this work show that certain forms of language instruction meaningfully improve performance in several mathematical domains, providing strong evidence of a linguistic pathway in mathematical development. However, much additional research is needed to understand how language instruction may be integrated optimally into math education. We conclude with recommendations for research. How does language shape mathematical development? In this article, we consider this question by reviewing findings from cross-sectional and longitudinal research. In this literature, we find that differences in the structures of languages and individual variation in language ability are associated with mathematical performance in both obvious and unexpected ways. We then consider the causal nature of these relations, with a focus on experimental studies that have tested the effects of language instruction on mathematical outcomes. Findings from this work show that certain forms of language instruction meaningfully improve performance in several mathematical domains, providing strong evidence of a linguistic pathway in mathematical development. However, much additional research is needed to understand how language instruction may be integrated optimally into math education. We conclude with recommendations for research. How does language shape mathematical development? In this article, we consider this question by reviewing findings from cross-sectional and longitudinal research. In this literature, we find that differences in the structures of languages and individual variation in language ability are associated with mathematical performance in both obvious and unexpected ways. We then consider the causal nature of these relations, with a focus on experimental studies that have tested the effects of language instruction on mathematical outcomes. Findings from this work show that certain forms of language instruction meaningfully improve performance in several mathematical domains, providing strong evidence of a linguistic pathway in mathematical development. However, much additional research is needed to understand how language instruction may be integrated optimally into math education. We conclude with recommendations for research.How does language shape mathematical development? In this article, we consider this question by reviewing findings from cross-sectional and longitudinal research. In this literature, we find that differences in the structures of languages and individual variation in language ability are associated with mathematical performance in both obvious and unexpected ways. We then consider the causal nature of these relations, with a focus on experimental studies that have tested the effects of language instruction on mathematical outcomes. Findings from this work show that certain forms of language instruction meaningfully improve performance in several mathematical domains, providing strong evidence of a linguistic pathway in mathematical development. However, much additional research is needed to understand how language instruction may be integrated optimally into math education. We conclude with recommendations for research. |
| Author | Fuchs, Lynn S. Espinas, Daniel R. |
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| Notes | Funding information National Institute of Child Health and Human Development (Award Numbers 2 P20 HD075443 and R01 HD097772) in the National Institutes of Health to Vanderbilt University. Daniel Espinas was supported in part by the Office of Special Education Programs (Grant H325D180086) in the U.S. Department of Education to Vanderbilt University. The content is solely the responsibility of the authors and does not necessarily represent the official views of the Some of the research described in this article was supported by the Eunice Kennedy Shriver National Institute of Child Health and Human Development, the National Institutes of Health, the Office of Special Education Programs, or the U.S. Department of Education. ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23 |
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| Snippet | How does language shape mathematical development? In this article, we consider this question by reviewing findings from cross‐sectional and longitudinal... How does language shape mathematical development? In this article, we consider this question by reviewing findings from cross-sectional and longitudinal... Abstract How does language shape mathematical development? In this article, we consider this question by reviewing findings from cross‐sectional and... |
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| SubjectTerms | Attribution Theory Case Studies Child Development Correlation Individual Differences intervention language Language Acquisition Language Aptitude Language instruction Language Skills Language variation Learning outcomes Longitudinal Studies mathematics Mathematics Achievement Mathematics Skills Outcomes of Education Teaching |
| Title | The effects of language instruction on math development |
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