The role of mathematical language in mathematics development in China and the US

Melody Kung; Sara A. Schmitt; Chenyi Zhang; Shawn D. Whiteman; Fuyi Yang; David J. Purpura

doi:10.1016/j.ijer.2019.02.008

The role of mathematical language in mathematics development in China and the US

Melody Kung^*
, Sara A. Schmitt
, Chenyi Zhang
, Shawn D. Whiteman
, Fuyi Yang
, David J. Purpura

^*Corresponding author for this work

Faculty of Education

Research output: Contribution to journal › Article › peer-review

27 Scopus citations

Abstract

The current study investigated how Chinese and US children's mathematical language may be related to development of mathematics skills during preschool. Participants included 216 children (n = 125 from the US; n = 91 from China). On average, children were approximately four years old. Slightly over fifty percent were female. The main result was that despite no differences in fall mathematical skills among Chinese and US children with low mathematical language, there was a large gap in these children's skills in the spring, with Chinese children outperforming US children. The finding provides support that structural language differences between Chinese and English (in particular, the embedded nature of mathematical language in Chinese)may provide differential supports for mathematical learning in preschool.

Original language	English
Pages (from-to)	131-142
Number of pages	12
Journal	International Journal of Educational Research
Volume	95
DOIs	https://doi.org/10.1016/j.ijer.2019.02.008
State	Published - 2019

Keywords

China
Mathematical language
Preschool
United States

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10.1016/j.ijer.2019.02.008

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title = "The role of mathematical language in mathematics development in China and the US",

abstract = "The current study investigated how Chinese and US children's mathematical language may be related to development of mathematics skills during preschool. Participants included 216 children (n = 125 from the US; n = 91 from China). On average, children were approximately four years old. Slightly over fifty percent were female. The main result was that despite no differences in fall mathematical skills among Chinese and US children with low mathematical language, there was a large gap in these children's skills in the spring, with Chinese children outperforming US children. The finding provides support that structural language differences between Chinese and English (in particular, the embedded nature of mathematical language in Chinese)may provide differential supports for mathematical learning in preschool.",

keywords = "China, Mathematical language, Preschool, United States",

author = "Melody Kung and Schmitt, \{Sara A.\} and Chenyi Zhang and Whiteman, \{Shawn D.\} and Fuyi Yang and Purpura, \{David J.\}",

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doi = "10.1016/j.ijer.2019.02.008",

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AU - Kung, Melody

AU - Schmitt, Sara A.

AU - Zhang, Chenyi

AU - Whiteman, Shawn D.

AU - Yang, Fuyi

AU - Purpura, David J.

PY - 2019

Y1 - 2019

N2 - The current study investigated how Chinese and US children's mathematical language may be related to development of mathematics skills during preschool. Participants included 216 children (n = 125 from the US; n = 91 from China). On average, children were approximately four years old. Slightly over fifty percent were female. The main result was that despite no differences in fall mathematical skills among Chinese and US children with low mathematical language, there was a large gap in these children's skills in the spring, with Chinese children outperforming US children. The finding provides support that structural language differences between Chinese and English (in particular, the embedded nature of mathematical language in Chinese)may provide differential supports for mathematical learning in preschool.

AB - The current study investigated how Chinese and US children's mathematical language may be related to development of mathematics skills during preschool. Participants included 216 children (n = 125 from the US; n = 91 from China). On average, children were approximately four years old. Slightly over fifty percent were female. The main result was that despite no differences in fall mathematical skills among Chinese and US children with low mathematical language, there was a large gap in these children's skills in the spring, with Chinese children outperforming US children. The finding provides support that structural language differences between Chinese and English (in particular, the embedded nature of mathematical language in Chinese)may provide differential supports for mathematical learning in preschool.

KW - China

KW - Mathematical language

KW - Preschool

KW - United States

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VL - 95

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JO - International Journal of Educational Research

JF - International Journal of Educational Research

ER -

The role of mathematical language in mathematics development in China and the US

Abstract

Keywords

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