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Newly- and early-immigrated second-language students’ knowledge of arithmetic syntax
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.ORCID iD: 0000-0001-5609-0752
2018 (English)In: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 23, no 3-4, p. 105-122Article in journal (Refereed) Published
Abstract [en]

The present study investigated how 259 Swedish, grade 9 students, of whom 90 had an immigrant background, achieved on twelve written test items in the content area of number. Four of the twelve test items required good knowledge of arithmetic syntax, such as when it was appropriate to apply order-of-operation rules and the associative and distributive laws of arithmetic operations. On these four test items, the most-recently arrived students showed on average significantly more knowledge than the students who had immigrated when they were younger and had participated in Swedish schools for longer periods of time. The outcome suggests that these two groups of immigrant students in later school years should be considered as separate sub-categories of second-language students when it comes to teaching, assessment and research.

Place, publisher, year, edition, pages
2018. Vol. 23, no 3-4, p. 105-122
Keywords [en]
Mathematics achievement, second language, arithmetic, distributive law, priority rules
National Category
Didactics
Research subject
Mathematics Education
Identifiers
URN: urn:nbn:se:su:diva-161812OAI: oai:DiVA.org:su-161812DiVA, id: diva2:1261342
Available from: 2018-11-07 Created: 2018-11-07 Last updated: 2018-12-13Bibliographically approved

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Petersson, Jöran
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