Effects of a mathematical language intervention on mathematical development in preschool dual language learners

IF 5.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2026-04-01 Epub Date: 2025-11-29 DOI:10.1016/j.learninstruc.2025.102269

Eylül Turan , Davina Van den Broek , Elke Peters , Bert De Smedt , Joke Torbeyns

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引用次数: 0

Abstract

Background

Intervention studies suggested that instruction in mathematical language enhances preschoolers’ early numerical competencies, with mixed effects. This research focused on single language learners (SLLs) and rarely included dual language learners (DLLs). Because DLLs have been found to have limited knowledge of quantitative language, we do not know whether interventions on mathematical language are equally or even more effective for DLLs.

Aims

This study investigated the effectiveness of a teacher-delivered quantitative language intervention on preschoolers' quantitative language and numerical competencies. We determined whether children's language status (i.e., DLLs versus SLLs) influenced potential intervention effects.

Sample

Participants were 154 children (aged 3- to 5-year-old).

Methods

Schools were randomly assigned to a quantitative language intervention or an active control condition. Children in the intervention condition received three picture books read by their teacher with embedded quantitative language content. The active control group received similar books without quantitative language content. Classroom teachers had to read each book 3 times over 3 weeks. Children were tested before and after the intervention on quantitative language and numerical competencies.

Results

The intervention had positive effects on DLLs' quantitative language, η_p² = .049. We observed a positive effect on some SLLs' quantitative language, but only when children who performed at maximum on the pretest were discarded. There were no significant effects of the intervention on children's numerical competencies.

Conclusion

Findings indicate the efficacy of quantitative language interventions on mathematical language skills. More work is needed to understand how to best promote children's and DLLs' numerical competencies.

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数学语言干预对学龄前双语学习者数学发展的影响

背景：干预研究表明，数学语言教学可以提高学龄前儿童的早期数字能力，但效果好坏参半。这项研究主要集中在单语学习者（sll）身上，很少涉及双语学习者（dll）。由于发现dll对定量语言的了解有限，我们不知道对数学语言的干预是否对dll同样有效，甚至更有效。目的本研究探讨了教师提供的定量语言干预对学龄前儿童定量语言和数字能力的影响。我们确定了儿童的语言状态（即，非语言语言与非语言语言）是否会影响潜在的干预效果。样本参与者为154名儿童（3- 5岁）。方法将学校随机分为定量语言干预组和主动对照组。干预组的孩子收到了三本绘本，绘本由老师朗读，绘本中嵌入了定量语言内容。积极对照组接受类似的书籍，但没有定量的语言内容。课堂教师必须在三周内将每本书读三遍。在干预前后对儿童进行定量语言和数字能力测试。结果干预对患者定量语言能力有显著的正向影响，χ 2 = 0.049。我们观察到对一些特殊语言学习者的定量语言有积极的影响，但只有当在前测中表现最好的孩子被丢弃时。干预对儿童的数字能力没有显著影响。结论定量语言干预对数学语言技能的影响是有效的。我们需要做更多的工作来了解如何最好地促进儿童和dll的数字能力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.