Working memory growth predicts mathematical problem-solving growth among emergent bilingual children

Abstract

An area of mathematics found to be difficult for emergent bilingual children whose first language (L1) is Spanish in the United States is solving mathematical word problems. The purpose of this study was to determine the relationship between growth in the executive component of working memory (WM) and growth in mathematical word-problem solving in children whose L1 is Spanish. Elementary school children (Grades 1, 2, and 3) were administered a battery of mathematical, vocabulary, reading, and cognitive measures (short-term memory [STM], inhibition, and WM) in both Spanish (L1) and English (second language [L2]) in Year 1 and again 1 year later. Multilevel growth modeling showed that growth in WM significantly predicted growth in L1 and L2 mathematical word-problem solving. Furthermore, the contributions of WM to mathematical word-problem-solving growth in both L1 and L2 were independent of language skills in vocabulary, reading, estimation, naming speed, inhibition, STM, and calculation. Overall, the results suggest that the mental activities that underlie WM play a significant role in predictions of L1 and L2 mathematical word-problem-solving accuracy.

Keywords: Emergent bilingual children; Executive processing; Latent growth modeling; Mathematical problem solving; Second-language learners; Working memory.