Publication Type

Journal Article

Version

acceptedVersion

Publication Date

1-2018

Abstract

Although little is known about the link between bilingualism and mathematical achievement in children, the established link between executive functions (EFs) and mathematical achievement suggests that bilingualism—which has been shown to affect EFs—may positively predict math skills. Drawing on two large-scale datasets collected in the US—the Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs (Study 1) and the Early Childhood Longitudinal Study (Study 2)—we examined the relation between bilingualism and mathematical achievement among preschoolers, kindergarteners, and first-grade students (ages 4–7), while controlling for key covariates of (a) demographic variables, such as age, gender, race/ethnicity, and socioeconomic status; and (b) language proficiency in the language used for instruction (English). In two studies, we found that bilingualism positively predicted teacher-rated mathematical reasoning, emergent numeracy skills, and test scores on either mathematical word problems or standardized mathematical assessments. Moreover, the positive relation between bilingualism and mathematical competence persisted through the transition period from kindergarten to first grade. Our results suggest that bilingualism is favorable for children's mathematical reasoning and problem-solving skills.

Keywords

Bilingualism, Emergent numeracy, Mathematical reasoning, Math achievement, Standardized mathematical assessment

Discipline

Applied Behavior Analysis | Multicultural Psychology | Psychology

Research Areas

Psychology

Publication

Learning and Individual Differences

Volume

61

First Page

216

Last Page

227

ISSN

1041-6080

Identifier

10.1016/j.lindif.2017.12.007

Publisher

Elsevier

Copyright Owner and License

Authors

Additional URL

https://doi.org/10.1016/j.lindif.2017.12.007

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