Understanding the Relation between Mathematics Vocabulary and Mathematics Performance

IF 1.2 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Elementary School Journal Pub Date : 2021-03-01 DOI:10.1086/712504

Xin Lin, Peng Peng, Jiangang Zeng

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引用次数: 18

Abstract

In this meta-analysis of 40 studies with 55 independent samples and 7,988 participants, we examined the relation between mathematics vocabulary (MV) and mathematics performance, and we investigated the mechanism underlying this relation. Our findings suggest that MV was moderately related to mathematics performance. Higher-order mathematics tasks that required multistep processes demonstrated a stronger correlation with MV than did foundational mathematics tasks, and this pattern remained stable across development. After partialling out comprehension skills, cognitive skills, or both, the correlation between MV and mathematics performance remained moderate and significant, with a trend showing a stronger relation between MV and higher-order mathematics tasks than between MV and foundational mathematics tasks. These findings suggest the role of MV is more than direct retrieved mathematics conceptual knowledge. MV might serve as a medium that could facilitate cognitive reasoning in mathematics learning. Implications of these findings for theories and practice of MV are discussed.

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理解数学词汇与数学成绩的关系

在这项对40项研究的荟萃分析中，共有55个独立样本和7988名参与者，我们检验了数学词汇（MV）与数学成绩之间的关系，并研究了这种关系的潜在机制。我们的研究结果表明，MV与数学成绩有一定的相关性。与基础数学任务相比，需要多步过程的高阶数学任务与MV的相关性更强，并且这种模式在整个开发过程中保持稳定。在排除理解技能、认知技能或两者之后，MV与数学成绩之间的相关性仍然中等且显著，趋势显示MV与高阶数学任务之间的关系比MV与基础数学任务之间更强。这些发现表明，MV的作用不仅仅是直接检索数学概念知识。MV可以作为一种媒介，促进数学学习中的认知推理。讨论了这些发现对MV理论和实践的启示。

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

Elementary School Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.60

自引率

5.90%

发文量

期刊介绍： The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.