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Promoting mathematics achievement in one-way immersion: Performance development over four years of elementary school

Fleckenstein, Johanna; Gebauer, Sandra Kristina; Möller, Jens

Contemporary educational psychology. Volume 56: (2019, January); pp 228-235 -- ScienceDirect

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  • Title:
    Promoting mathematics achievement in one-way immersion: Performance development over four years of elementary school
  • Author: Fleckenstein, Johanna;
    Gebauer, Sandra Kristina;
    Möller, Jens
  • Found In: Contemporary educational psychology. Volume 56: (2019, January); pp 228-235
  • Journal Title: Contemporary educational psychology
  • Subjects: Educational psychology--Periodicals; Bilingual learning--Immersion education--Elementary school--Mathematics achievement--Performance development; Dewey: 370.15
  • Rights: Licensed
  • Publication Details: ScienceDirect
  • Abstract: Highlights Immersion students outperform conventionally schooled students in mathematics. Two-groups growth curve model shows best fit for freed level, slope, and shape. Immersion students show higher initial level, stronger growth, and quicker change. Advantages persist even when controlled for selection bias. Abstract 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.
  • Identifier: System Number: ETOCvdc_100076777420.0x000001; Journal ISSN: 0361-476X; 10.1016/j.cedpsych.2019.01.010
  • Publication Date: 2019
  • Physical Description: Electronic
  • Shelfmark(s): 3425.181000
  • UIN: ETOCvdc_100076777420.0x000001

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