Unlocking the Gate: Investigating the Relationship Between Bilingualism and Mathematics Performance

• In Event: Sunday Roundtable Session 11:25 am
  In Roundtable Session: Assessing Bi/Multilingual Learners in Mathematics and Science (Table 25)

Abstract

This study investigates the relationship between bilingualism and mathematics performance in elementary school, focusing on potential mediating factors. Using Istation’s Indicators of Progress (ISIP) assessments, bilingual students were identified based on proficiency in both English (ISIP Reading) and Spanish reading (ISIP Lectura). Data were analyzed using English and Spanish reading gains as mediators with two independent models. Findings suggest bilingualism positively impacted reading proficiency in both languages, significantly influencing Spanish mathematics scores. Bilingualism's influence on mathematics performance appeared to operate primarily through its impact on English reading proficiency. This highlights the crucial role of bilingualism and early language proficiency in promoting equitable mathematics opportunities. The research contributes to understanding the complex dynamics between bilingualism, reading proficiency, and educational equity.

Authors

• Jean Hampel, Istation

• Matthew Jeans, Istation