Interplay between Language and Mathematics Comprehension/Learning: A Direction Dependence Analysis

Autor/inn/en	Doyumgaç, Ibrahim; Gürbüz, Ramazan; Bulus, Metin
Titel	Interplay between Language and Mathematics Comprehension/Learning: A Direction Dependence Analysis
Quelle	In: International Journal of Education and Literacy Studies, 11 (2023) 3, S.271-285 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Doyumgaç, Ibrahim) ORCID (Gürbüz, Ramazan) ORCID (Bulus, Metin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Turkish; Comprehension; Language Proficiency; Mathematical Concepts; Concept Formation; Learning Processes; Correlation; Mathematics Skills; Learning Theories; Turkey + Suchen Sie Ihr Suchwort? Ausland; Türkisch; Verstehen; Verständnis; Language skill; Language skills; Sprachkompetenz; Concept learning; Begriffsbildung; Learning process; Lernprozess; Korrelation; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Learning theory; Lerntheorie; Türkei
Abstract	The present study aims to inspect the interplay between language (Turkish) comprehension/learning (LCL) and mathematics comprehension/learning (MCL). We utilized a mixed-methods exploratory research design to understand the mechanism between LCL and MCL. First, we used an analytic rubric to score a researcher-developed achievement battery consisting of seven open-ended language (Turkish) and seven open-ended mathematics new generation questions. Although these were multiple-choice questions, participants were solicited to write a detailed response on why they endorsed a particular choice. In the quantitative section, open-ended responses for each question were rated by two independent subject experts. The average of these two ratings was used to derive factor scores for LCL and MCL. Factor scores were used in direction dependence analysis to determine the magnitude and likely direction of the effect between LCL and MCL. In the qualitative section, we conducted unstructured interviews with the selected participants to get more detailed responses regarding their decision steps. Content analysis was performed on the transcribed voice-recordings. Results revealed that, overall, it is more likely that higher scores on LCL predicted higher scores on MCL. However, the strength and direction of the prediction varied in low, medium, and high-achieving groups. MCL and LCL did not seem related in the low-achieving group; higher scores on MCL predicted lower scores on LCL in the medium-achieving group, whereas higher scores in LCL predicted higher scores in MCL in the high achieving group. Qualitative results support quantitative findings. It seems high achieving students dominate the LCL and MCL relationship. Longitudinal studies (e.g., cross-lagged panel design) are needed for more conclusive results. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01