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Abstract

This study investigated the extent to which domain-general and domain-specific antecedents contributed to pre-algebra’s initial level and growth rate among students who experience word-problem difficulty (WPD). We examined if such a profile differs for English-language learners (ELLs; n = 75) and non-ELLs (n = 55) with WPD. We assessed 130 U.S. students at the beginning of Grade 3, end of Grade 3, and middle of Grade 4. The latent growth curve analyses revealed only word-problem solving emerged as a predictor of pre-algebraic growth across ELLs and non-ELLs. English-language learners’ stronger computational skills, along with their cognitive flexibility, potentially enabled them to effectively leverage working memory and nonverbal reasoning in acquiring pre-algebraic knowledge.

Keywords

English-language learners mathematics difficulty pre-algebraic knowledge word-problem solving

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Domain-General and Domain-Specific Antecedents of Pre-Algebraic Knowledge: Focusing on English-Language Learners With Word-Problem Difficulty

Abstract

Keywords

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