The Role of Mathematical Language in Mathematics Development in China and the US

Authors

Melody Kung, Purdue UniversityFollow
Sara A. Schmitt, Purdue University
Chenyi Zhang, Georgia State University
Shawn D. Whiteman, Utah State UniversityFollow
Fuyi Yang, East China Normal UniversityFollow
David J. Purpura, Purdue UniversityFollow

Document Type

Article

Journal/Book Title/Conference

International Journal of Educational Research

Volume

95

Publisher

Elsevier Ltd

Publication Date

2-26-2019

First Page

131

Last Page

142

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.

Recommended Citation

Kung, M., Schmitt, S. A., Zhang, C., Yang, F., Whiteman, S. D., & Purpura, D. J. (2019). The role of mathematical language in mathematics development in China and the US. International Journal of Educational Research, 95, 131-142. https://doi.org/10.1016/j.ijer.2019.02.008