Promoting mathematics achievement in one-way immersion: Performance development over four years of elementary school
Promoting mathematics achievement in one-way immersion: Performance development over four years of elementary school
复制标题
DOI：
10.1016/j.cedpsych.2019.01.010
复制
发表时间：
2019-01-01
影响因子：
10.3
通讯作者：
Moeller, Jens
中科院分区：
文献类型：
--
作者：
Fleckenstein, Johanna;Gebauer, Sandra Kristina;Moeller, Jens
发展数学能力是小学的中心目标之一。虽然关于学习数学的文献很多，但关于学生在第二语言课堂上数学技能发展的纵向研究却很少。本研究以小学数学成绩为研究对象，探讨了参加部分单向浸入式学习项目(大部分科目以第二语言英语教学)对以德语为主要语言背景的儿童数学成绩发展的影响。N=590名接受浸入式或传统母语教育的儿童参与了这项研究。每年，从一年级到四年级的学生都要参加标准化的数学考试。潜在增长曲线建模的结果表明，在初始绩效水平方面，组内差异已经具有统计学意义。更重要的是，沉浸式学生的数学成绩表现出比常规学校学生更大、更快的增长。在康明斯阈值假说的背景下对结果进行了讨论。
Developing mathematical proficiency is one of the central goals in elementary school. Although there is an extensive literature on learning mathematics in general, longitudinal research on students' mathematical skill development in a second language classroom is scarce. The present study focuses on mathematics achievement in elementary school and investigates the effects of taking part in a partial one-way immersion program (most subjects are taught in the second language English) on the development of mathematical achievement among children with a majority language (German) background. N = 590 children educated in an immersion or a conventional L1 program participated in the study. Every year from grade one up to grade four students were assessed with standardized mathematics tests. Results of latent growth curve modeling indicate statistically significant group differences already regarding the initial performance level. More importantly, immersion students' mathematical performance showed a greater and faster increase than conventionally schooled students. Results are discussed against the background of Cummins threshold hypothesis.