Relations Between Mathematical Vocabulary and Children’s Mathematical Performance

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  • Students' general vocabulary and their mathematical vocabulary are both correlated with mathematical skills. I asked whether mathematical vocabulary mediates the relation between general vocabulary and mathematical performance. Canadian students in grade 3 (N = 234, Mage = 8.7 years) completed measures of general and mathematical vocabulary and several mathematical outcomes (i.e., arithmetic fluency, pre-algebra, and problem-solving). The results showed partially mediation of mathematical vocabulary on the relation between general vocabulary and applied mathematical outcomes (i.e., pre-algebra, problem-solving), and full mediation for arithmetic fluency; second, partial mediation of domain-general cognitive skills was found on the relation between mathematical vocabulary and applied mathematical skills, but not arithmetic fluency. Lastly, partial mediation of Numeration Words was found on the relation between general vocabulary and applied mathematical skills, and fully mediation effect for arithmetic fluency. These analyses provided information about how individual differences in domain-specific and domain-general skills are related to students' mathematical performance.

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  • Copyright © 2022 the author(s). Theses may be used for non-commercial research, educational, or related academic purposes only. Such uses include personal study, research, scholarship, and teaching. Theses may only be shared by linking to Carleton University Institutional Repository and no part may be used without proper attribution to the author. No part may be used for commercial purposes directly or indirectly via a for-profit platform; no adaptation or derivative works are permitted without consent from the copyright owner.
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  • 2022


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