| Two serious flaws are present in current mathematics learning: the lack of meaning in students' mathematical knowledge; and, students' inability to communicate using appropriate mathematical language and ideas. This study explored the relationship between mathematical language facility and mathematics achievement. Written tests in math language, procedural math knowledge and conceptual math knowledge were administered to 177 junior high school students. Results of ANOVAs on ethnic and ability differences indicated three subgroups in the sample: average minority, average majority and above-average students. These groups were the basis for subsequent analyses.;In addition to using written tests, oral interviews were conducted to collect data on students' math language use, procedural knowledge and conceptual understanding. Analyses of these data confirmed the findings from the written tests: the combinations of low and high language and procedure and the corresponding levels of conceptual understanding exhibited on the written tests were generally reflected in the oral interview data. Practical and theoretical implications of the study are discussed in terms of their impact on mathematics learning and instruction.;Regarding the relationship between math language and math achievement, multiple regression analyses showed that, for both average groups, the interaction of math language facility and procedural math knowledge significantly predicted conceptual achievement. For above-average students, language facility and procedural knowledge, separately, were significant predictors of conceptual achievement, but not the interaction. The relationship between language facility and procedural knowledge was further investigated by comparing the means for conceptual achievement for all possible combinations of high and low performance in math language and math procedure. Results clearly illustrated the interaction between language and procedure for both average groups. For above-average students, the additive effects of math language and procedural knowledge were evident in the comparison of conceptual achievement means. |
