The language of mathematics: Investigating the ways language counts for children's mathematical development

Journal of Experimental Child Psychology

Volumn 115, Issue 2, 2013, Pages 227-244

  Vukovic, Rose K ^a   Lesaux, Nonie K ^b  

^a NEW YORK UNIVERSITY   (United States)

^b HARVARD GRADUATE SCHOOL OF EDUCATION   (United States)

Author keywords

Language; Language minority learners; Longitudinal; Mathematical cognition; Mathematical development; Mathematics difficulty

Indexed keywords

ARTICLE; CHILD; CHILD DEVELOPMENT; COGNITION; COMPREHENSION; FEMALE; HUMAN; LANGUAGE; MALE; MATHEMATICS; PROSPECTIVE STUDY;

CHILD; CHILD DEVELOPMENT; COGNITION; COMPREHENSION; FEMALE; HUMANS; LANGUAGE; MALE; MATHEMATICS; PROSPECTIVE STUDIES;

EID: 84879539183     PISSN: 00220965     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jecp.2013.02.002     Document Type: Article

References (59)

1. Abedi J., Lord C. The language factor in mathematics tests. Applied Measurement in Education 2001, 14:219-234.
2. Ansari D., Donlan C., Thomas M.S.C., Ewing S.A., Peen T., Karmiloff-Smith A. What makes counting count? Verbal and visuo-spatial contributions to typical and atypical number development. Journal of Experimental Child Psychology 2003, 85:50-62.
3. Aud, S., Hussar, W., Kena, G., Bianco, K., Fröhlich, L., Kemp, J., et al. (2011, May). The condition of education 2011 (NCES 2011-033). Washington, DC: U.S. Department of Education, National Center for Education Statistics. Retrieved from: http://nces.ed.gov/pubs2011/2011033.pdf.
4. Brissiaud R., Sander E. Arithmetic word problem solving: A situation strategy framework. Developmental Science 2010, 13:92-107.
5. Brown T.A. Confirmatory factor analysis for applied research 2006, Guilford, New York.
6. Carey S. Bootstrapping and the origin of concepts. Daedalus 2004, 133:59-68.
7. Carlisle J.F., Cortina K.S., Zeng J. Reading achievement in Reading First schools in Michigan. Journal of Literacy Research 2010, 42:49-70.
8. Connolly A.J. KeyMath diagnostic assessment 2007, Pearson Assessments, Minneapolis, MN. 3rd ed.
9. Davison A.C., Hinkley D.V. Bootstrap methods and their applications 2008, Cambridge University Press, New York.
10. Dehaene S., Piazza M., Pinel P., Cohen L. Three parietal circuits for number processing. Cognitive Neuropsychology 2003, 20:487-506.
11. Dehaene S., Spelke E., Pinel P., Stanescu R., Tsivkin S. Sources of mathematical thinking: Behavioral and brain-imaging evidence. Science 1999, 284:970-974.
12. Dirks E., Spyer G., van Lieshout E.C., de Sonneville L. Prevalence of combined reading and arithmetic disabilities. Journal of Learning Disabilities 2008, 41:460-473.
13. Enders C.K., Bandalos D.L. The relative performance of full information maximum likelihood estimation for missing data in structural equation models. Structural Equation Modeling 2001, 8:430-457.
14. Frank M.C., Everett D.L., Fedorenko E., Gibson E. Number as a cognitive technology: Evidence from Pirahã language and cognition. Cognition 2008, 108:819-824.
15. Fuchs L.S., Compton D.L., Fuchs D., Paulsen K., Bryant J.D., Hamlett C.L. The prevention, identification, and cognitive determinants of math difficulty. Journal of Educational Psychology 2005, 97:493-513.
16. Fuchs L.S., Compton D.L., Fuchs D., Powell S.R., Schumacher R.F., Hamlett C.L., et al. Contributions of domain-general cognitive resources and different forms of arithmetic development to pre-algebraic cognition. Developmental Psychology 2012, 48:1315-1326.
17. Gándara, P., Rumberger, R., Maxwell-Jolly, J., & Callahan, R. (2003). English learners in California schools: Unequal resources, unequal outcomes. Education Policy Analysis Archives, 11(36). Retrieved from: http://epaa.asu.edu/epaa/v11n36.
18. Gelman R., Butterworth B. Number and language: How are they related?. Trends in Cognitive Sciences 2005, 9:6-10.
19. Gordon P. Numerical cognition without words: Evidence from Amazonia. Science 2004, 306:496-499.
20. Halberda J., Mazzocco M.M.M., Feigenson L. Individual differences in non-verbal number acuity correlate with math achievement. Nature 2008, 455:665-668.
21. Harcourt Brace Educational Measurement Stanford diagnostic mathematics test 1996, Author, San Antonio, TX. 4th ed.
22. Hart B., Risley T.R. Meaningful differences in the everyday experience of young American children 1995, Paul H. Brookes, Baltimore, MD.
23. Hecht S.A., Torgesen J.K., Wagner R.K., Rashotte C.A. The relations between phonological processing abilities and emerging individual differences in mathematical computation skills: A longitudinal study from second to fifth grades. Journal of Experimental Child Psychology 2001, 79:192-227.
24. Jordan J., Mulhern G., Wylie J. Individual differences in trajectories of arithmetical development in typically achieving 5- to 7-year-olds. Journal of Experimental Child Psychology 2009, 103:455-468.
25. Jordan N.C. Do words count? Connections between mathematics and reading difficulties. Why is math so hard for some children? 2007, 107-120. Paul H. Brookes, Baltimore, MD. D.B. Berch, M.M.M. Mazzocco (Eds.).
26. Jordan N.C., Hanich L.B. Characteristics of children with moderate mathematics deficiencies: A longitudinal perspective. Learning Disabilities Research & Practice 2003, 18:213-221.
27. Jordan N.C., Hanich L.B., Kaplan D. A longitudinal study of mathematical competencies in children with specific mathematics difficulties versus children with comorbid mathematics and reading difficulties. Child Development 2003, 74:834-850.
28. Jordan N.C., Levine S.C. Socioeconomic variation, number competence, and mathematics learning difficulties in young children. Developmental Disabilities Research Reviews 2009, 15:60-68.
29. Kieffer M., Lesaux N.K., Rivera M., Francis D.J. Accommodations for English language learners taking large-scale assessments: A meta-analysis on effectiveness and validity. Review of Educational Research 2009, 79:1168-1201.
30. Kleemans T., Segers E., Verhoeven L. Cognitive and linguistic precursors to numeracy in kindergarten: Evidence from first and second language learners. Learning and Individual Differences 2011, 21:555-561.
31. Koponen T., Aunola K., Ahonen T., Nurmi J.-E. Cognitive predictors of single-digit and procedural calculation skills and their covariation with reading skill. Journal of Experimental Child Psychology 2007, 97:220-241.
32. Lager C.A. Types of mathematics-language reading interactions that unnecessarily hinder algebra learning and assessment. Reading Psychology 2006, 27:165-204.
33. Landerl K., Fussenegger B., Moll K., Willburger E. Dyslexia and dyscalculia: Two learning disorders with different cognitive profiles. Journal of Experimental Child Psychology 2009, 103:309-324.
34. Le Corre M., Carey S. One, two, three, four, nothing more: An investigation of the conceptual sources of the verbal counting principles. Cognition 2007, 105:395-438.
35. LeFevre J., Fast L., Skwarchuk S., Smith-Chant B.L., Bisanz J., Kamawar D., et al. Pathways to mathematics: Longitudinal predictors of performance. Child Development 2010, 81:1753-1767.
36. Lesaux N.K., Crosson A., Kieffer M.J., Pierce M. Uneven profiles: Language minority learners' word reading, vocabulary, and reading comprehension skills. Journal of Applied Developmental Psychology 2010, 31:475-483.
37. Lesaux N.K., Kieffer M.J. Exploring sources of reading comprehension difficulties among language minority learners and their classmates in early adolescence. American Educational Research Journal 2010, 47:596-632.
38. Libertus M.E., Brannon E.M. Stable individual differences in number discrimination in infancy. Developmental Science 2010, 13:900-906.
39. Libertus M.E., Feigenson L., Halberda J. Preschool acuity of the approximate number system correlates with school math ability. Developmental Science 2011, 14:1292-1300.
40. Locuniak M.N., Jordan N.C. Using kindergarten number sense to predict calculation fluency in second grade. Journal of Learning Disabilities 2008, 41:451-459.
41. Moses R.P., Cobb C.E. Radical equations: Civil rights from Mississippi to the algebra project 2001, Beacon, Boston.
42. Muthén L.K., Muthén B.O. Mplus: Statistical analysis with latent variables software 2006, Author, Los Angeles.
43. National Center for Education Statistics Nation's report card: Mathematics 2009 2009, U.S. Department of Education, Institute of Education Sciences, Washington, DC.
44. National Mathematics Advisory Panel Foundations for success: The final report of the National Mathematics Advisory Panel 2008, U.S. Department of Education, Washington, DC.
45. Peterson, P. E., Woessmann, L., Hanushek, E. A., & Lastra-Anadón, C. X. (2011). Globally challenged: Are U.S. students ready to compete? The latest on each state's international standing in math and reading (PEPG Report No. 11-03). Retrieved from: http://www.hks.harvard.edu/pepg/PDF/Papers/PEPG11-03_GloballyChallenged.pdf.
46. Pillay H., Wilss L., Boulton-Lewis G. Sequential development of algebra knowledge: A cognitive analysis. Mathematics Education Research Journal 1998, 10:87-102.
47. Rubinsten O. Co-occurrence of developmental disorders: The case of developmental dyscalculia. Cognitive Development 2009, 24:362-370.
48. Sarnecka B.W., Carey S. How counting represents number: What children must learn and when they learn it. Cognition 2008, 108:662-674.
49. Sarnecka B.W., Lee M.D. Levels of number knowledge in early childhood. Journal of Experimental Child Psychology 2009, 103:325-337.
50. Simmons F.R., Singleton C. Do weak phonological representations impact on arithmetic development? A review of research into arithmetic and dyslexia. Dyslexia 2008, 14:77-94.
51. Spaepen E., Coppola M., Spelke E.S., Carey S., Goldin-Meadow S. Number without a language model. Proceedings of the National Academy of Sciences of the United States of America 2011, 108:3163-3168.
52. Spelke E.S., Tsivkin S. Language and number: A bilingual training study. Cognition 2001, 78:45-88.
53. Swanson H.L. Swanson cognitive processing test 1996, Pro-Ed, Austin, TX.
54. Swanson H.L., Beebe-Frankenberger M. The relationship between working memory and mathematical problem solving in children at risk and not at risk for serious math difficulties. Journal of Educational Psychology 2004, 96:471-491.
55. UNICEF Innocenti Research Centre. (2009). Children in immigrant families in eight affluent countries: Their family, national, and international context. Florence, Italy: Author. Retrieved from: http://www.unicef-irc.org/publications/pdf/ii_immig_families.pdf.
56. University of Chicago School Mathematics Project Everyday mathematics 2007, McGraw-Hill Education, New York. 3rd ed.
57. Vukovic R.K. Mathematics difficulty with and without reading difficulty: Findings and implications from a four-year longitudinal study. Exceptional Children 2012, 78:280-300.
58. Woodcock R.W., McGrew K.S., Mather N. Woodcock-Johnson III tests of achievement 1999, Riverside, Itasca, IL. Research ed.
59. Woodcock R.W., McGrew K.S., Schrank F.A., Mather N. Woodcock-Johnson III normative update 2007, Riverside, Rolling Meadows, IL.