了解工作记忆和语音记忆在数学中的作用以及对初学双语的幼儿园儿童的干预反应

Q2 Mathematics

Journal of Numerical Cognition Pub Date : 2024-04-17 DOI:10.5964/jnc.11635

Madison A. Cook, K. Smolkowski, Lina Shanley, Joanna Hermida, Sylvia Linan-Thompson, Christian T. Doabler, Ben Clarke

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引用次数: 0

摘要

本研究探讨了代表 23 种不同语言的多语言样本（n = 131）中的幼儿园学生，在数学技能和领域一般认知技能的基础上，对干预措施的反应有何不同。本研究的分析表明，初始数学技能、语音记忆、工作记忆和语言能力之间存在显著相关性。数学成绩的提高与语音记忆、工作记忆和语言能力之间没有明显的统计学关系。在领域一般技能和对数学干预的反应之间没有发现调节效应。这项研究的意义在于为幼儿园中的多语言学生制定和实施数学干预措施。

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Understanding the role of working memory and phonological memory in mathematics and response to intervention for emergent bilingual kindergartners

This study explores how kindergarten students from a multilingual sample (n = 131) representing 23 different languages differ in response to intervention, based on their skill in mathematics and domain general cognitive skills. Analyses for this study indicate significant correlations between initial math skill, phonological memory, working memory, and language proficiency. There was no statistically significant relationship demonstrated between gains in mathematics and phonological memory, working memory, and language proficiency. No moderation effect was found between domain general skills and response to math intervention. Implications of this work will inform development and delivery of math interventions for multilingual students in kindergarten.

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来源期刊

Journal of Numerical Cognition Mathematics-Numerical Analysis

CiteScore

3.20

自引率

0.00%

发文量

审稿时长

40 weeks