Does a child’s mathematical language improve when they engage in cooperative group work in mathematics?

References

• Adams, T. L. 2003. “Reading Mathematics: More Than Words Can Say.” The Reading Teacher 56 (8): 786–795.
   Web of Science ®Google Scholar
• Anderson, T., and R. Soden. 2001. “Peer Interaction and the Learning of Critical Thinking Skills.” Psychology Learning & Teaching 1 (1): 37–40.
   Google Scholar
• Andrews, P., A. Ryve, K. Hemmi, and J. Sayers. 2014. “PISA, TIMSS and Finnish Mathematics Teaching: An Enigma in Search of an Explanation.” Educational Studies in Mathematics 87 (1): 7–26.
   Web of Science ®Google Scholar
• Bailey, A. L., A. Blackstock-Bernstein, and M. Heritage. 2015. “At the Intersection of Mathematics and Language: Examining Mathematical Strategies and Explanations by Grade and English Learner Status.” The Journal of Mathematical Behavior 40: 6–28.
   Web of Science ®Google Scholar
• Barner, D., K. Chow, and S. J. Yang. 2009. “Finding One’s Meaning: A Test of the Relation between Quantifiers and Integers in Language Development.” Cognitive Psychology 58 (2): 195–219.
   PubMed Web of Science ®Google Scholar
• Beals, D. E. 1997. “Sources of Support for Learning Words in Conversation: Evidence from Mealtimes.” Journal of Child Language 24 (3): 673–694.
   PubMed Web of Science ®Google Scholar
• Bell, J. 2010. Doing Your Research Project: A Guide for First-Time Researchers in Education, Health and Social Science. 5th ed. Berkshire: Open University Press.
   Google Scholar
• Branco, A. U. 2005. “Peer Interactions, Language Development and Metacommunication.” Culture & Psychology 11 (4): 415–429.
   Web of Science ®Google Scholar
• Bruner, J. 1983. Child’s Talk: Learning to Use Language. Oxford: Oxford University Press.
   Google Scholar
• Butterworth, B. 2010. “Foundational Numerical Capacities and the Origins of Dyscalculia.” Trends in Cognitive Sciences 14 (12): 534–541.
   PubMed Web of Science ®Google Scholar
• Capar, G., and K. Tarim. 2015. “Efficacy of the Cooperative Learning Method on Mathematics Achievement and Attitude: A Meta-Analysis Research.” Educational Sciences: Theory & Practice 2: 553–559.
   Google Scholar
• Carbonneau, K. J., S. C. Marley, and J. P. Selig. 2013. “A Meta-Analysis of the Efficacy of Teaching Mathematics with Concrete Manipulatives.” Journal of Educational Psychology 105 (2): 380–400.
   Web of Science ®Google Scholar
• Cheeseman, J., A. McDonough, and S. Ferguson. 2012. “The Effects of Creating Rich Learning Environments for Children to Measure Mass.” In Mathematics Education: Expanding Horizons (Proceedings of the 35th Annual Conference of the Mathematics Education Research Group of Australasia), edited by J. Dindyal, L. P. Cheng, and S. F. Ng, 178–185. Singapore: MERGA.
   Google Scholar
• Chomsky, N. 1959. “A Review of BF Skinner’s Verbal Behavior.” Language 35 (1): 26–58.
   Web of Science ®Google Scholar
• Clarke, D. J. 2013. “Contingent Conceptions of Accomplished Practice: The Cultural Specificity of Discourse in and About the Mathematics Classroom.” ZDM- The International Journal on Mathematics Education 45 (1): 21–33.
   Google Scholar
• Cohen, L., L. Manion, and K. Morrison. 2011. Research Methods in Education. 7th ed. London: Routledge.
   Google Scholar
• Department of Education and Employment. 2000. Mathematical Vocabulary. Annesley, Nottingham: DfEE Publications.
   Google Scholar
• DeThorne, L. S., S. A. Petrill, S. A. Hart, R. W. Channell, R. J. Campbell, K. Deater-Deckard, L. A. Thompson, and D. J. Vandenbergh. 2008. “Genetic Effects on Children’s Conversational Language Use.” Journal of Speech, Language, and Hearing Research 51 (2): 423–435.
   PubMed Web of Science ®Google Scholar
• Durkin, K., P. L. Mok, and G. Conti-Ramsden. 2012. “Severity of Specific Language Impairment Predicts Delayed Development in Number Skills.” Frontiers in Psychology 4: 1–11.
   Web of Science ®Google Scholar
• Fani, H., F. Behjat, and A. A. Kargar. 2015. “The Effect of Cooperative and Individualistic Instruction on Vocabulary and Pronunciation Learning: A Case of Low-Intermediate Iranian EFL Learners.” Journal of Academic and Applied Studies 5 (8): 1–22.
   Google Scholar
• Finnish National Board of Education. 2014. “New National Core Curriculum.” Accessed June 5, 2018. www.oph.fi/english/curricula_and_qualifications/basic_education/curricula_2014.
   Google Scholar
• Flick, U. 2011. Introducing Research Methodology: A Beginner’s Guide to Doing a Research Project. London: Sage.
   Google Scholar
• Gokhale, A. A. 1995. “Collaborative Learning Enhances Critical Thinking.” Journal of Technology Education 7 (1): 22–30.
   Google Scholar
• Government of Ireland. 1999. Primary School Curriculum: Mathematics. Dublin: Stationery Office.
   Google Scholar
• Guo, Y., V. Tompkins, L. Justice, and Y. Petscher. 2014. “Classroom Age Composition and Vocabulary Development among At-Risk Preschoolers.” Early Education and Development 25 (7): 1016–1034.
   PubMed Web of Science ®Google Scholar
• Hawkins, R. O., S. Musti-Rao, C. Hughes, L. Berry, and S. McGuire. 2009. “Applying a Randomized Interdependent Group Contingency Component to Classwide Peer Tutoring for Multiplication Fact Fluency.” Journal of Behavioral Education 18 (4): 300–318.
   Google Scholar
• Hoff, E. 2006. “How Social Contexts Support and Shape Language Development.” Developmental Review 26 (1): 55–88.
   Web of Science ®Google Scholar
• Jacques, N., K. Wilton, and M. Townsend. 1998. “Cooperative Learning and Social Acceptance of Children with Mild Intellectual Disability.” Journal of Intellectual Disability Research 42 (1): 29–36.
   PubMed Web of Science ®Google Scholar
• Johnson, D. W., and R. T. Johnson. 1994. Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning. 4th ed. Boston, MA: Allyn and Bacon.
   Google Scholar
• Johnson, D. W., and R. T. Johnson. 2002. “Learning Together and Alone: Overview and Meta-Analysis.” Asia Pacific Journal of Education 22 (1): 95–105.
   Google Scholar
• Kosko, K. W., and J. L. Wilkins. 2012. “Students’ Quality of Mathematical Discussion and Their Self-Determination in Mathematics.” Investigations in Mathematics Learning 4 (3): 15–31.
   Google Scholar
• Leikin, R., and O. Zaslavsky. 1999. “Cooperative Learning in Mathematics.” The Mathematics Teacher 92 (3): 240.
   Google Scholar
• Lucero, A. 2014. “Teachers’ Use of Linguistic Scaffolding to Support the Academic Language Development of First-Grade Emergent Bilingual Students.” Journal of Early Childhood Literacy 14 (4): 534–561.
   Google Scholar
• Ma, X., and N. Kishor. 1997. “Assessing the Relationship between Attitude Toward Mathematics and Achievement in Mathematics: A Meta-Analysis.” Journal for Research in Mathematics Education 28 (1): 26–47.
   Web of Science ®Google Scholar
• Marulis, L. M., and S. B. Neuman. 2010. “The Effects of Vocabulary Intervention on Young Children’s Word Learning a Meta-Analysis.” Review of Educational Research 80 (3): 300–335.
   Web of Science ®Google Scholar
• Marzano, R. J. 2004. Building Background Knowledge for Academic Achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
   Google Scholar
• McDonough, A., J. Cheeseman, and S. Ferguson. 2013. “Young Children’s Emerging Understandings of the Measurement of Mass.” Australasian Journal of Early Childhood 38 (4): 13–20.
   Web of Science ®Google Scholar
• Mercer, N., and C. Sams. 2006. “Teaching Children How to Use Language to Solve Maths Problems.” Language and Education 20 (6): 507–528.
   Google Scholar
• Miles, M., and A. Huberman. 1994. Qualitative Data Analysis. Thousand Oaks, CA: Sage.
   Google Scholar
• Mitchell, S., V. E. Woloshyn, and A. E. Elliott. 2003. “Promoting Cooperative Learning in the Classroom: Comparing Explicit and Implicit Training Techniques.” Brock Education Journal 12 (2): 23–39.
   Google Scholar
• Monroe, E. E., and M. P. Orme. 2002. “Developing Mathematical Vocabulary.” Preventing School Failure: Alternative Education for Children and Youth 46 (3): 139–142.
   Google Scholar
• National Council for Curriculum and Assessment. 2014. “Mathematics in Early Childhood and Primary Education (3–8 years): Definitions, Theories, Development and Progression.” Accessed June 1, 2018. http://www.ncca.ie/en/Publications/Reports/NCCA_Research_Report_17.pdf.
   Google Scholar
• Nicolaidou, M., and G. Philippou. 2003. Attitudes Towards Mathematics, Self-Efficacy and Achievement in Problem Solving. European Research in Mathematics Education III. Pisa: University of Pisa.
   Google Scholar
• Nys, J., A. Content, and J. Leybaert. 2013. “Impact of Language Abilities on Exact and Approximate Number Skills Development: Evidence from Children with Specific Language Impairment.” Journal of Speech, Language, and Hearing Research 56 (3): 956–970.
   PubMed Web of Science ®Google Scholar
• Organisation for Economic Cooperation and Development. 2014. “PISA 2012 Results: What Students Know and Can Do – Student Performance in Mathematics, Reading and Science (Volume I, Revised edition, February 2014).” Accessed June 5, 2016. https://www.oecd.org/pisa/keyfindings/pisa-2012-results-volume-I.pdf.
   Google Scholar
• Pellegini, A. D., L. Galda, D. Flor, M. Bartini, and D. Charak. 1997. “Close Relationships, Individual Differences, and Early Literacy Learning.” Journal of Experimental Child Psychology 67: 409–422.
   PubMed Web of Science ®Google Scholar
• Piaget, J. 1959. The Language and Thought of the Child. Translated by M. Gabain and R. Gabain. New York: Routledge.
   Google Scholar
• Purpura, D. J., and E. E. Reid. 2016. “Mathematics and Language: Individual and Group Differences in Mathematical Language Skills in Young Children.” Early Childhood Research Quarterly 36: 259–268.
   Web of Science ®Google Scholar
• Putnam, J., K. Markovchick, D. W. Johnson, and R. T. Johnson. 1996. “Cooperative Learning and Peer Acceptance of Students with Learning Disabilities.” The Journal of Social Psychology 136 (6): 741–752.
   PubMed Web of Science ®Google Scholar
• Ramani, G. B., M. L. Rowe, S. H. Eason, and K. A. Leech. 2015. “Math Talk During Informal Learning Activities in Head Start Families.” Cognitive Development 35: 15–33.
   Web of Science ®Google Scholar
• Riccomini, P. J., G. W. Smith, E. M. Hughes, and K. M. Fries. 2015. “The Language of Mathematics: The Importance of Teaching and Learning Mathematical Vocabulary.” Reading & Writing Quarterly 31 (3): 235–252.
   Web of Science ®Google Scholar
• Roseberry, S., K. Hirsh-Pasek, and R. M. Golinkoff. 2014. “Skype Me! Socially Contingent Interactions Help Toddlers Learn Language.” Child Development 85 (3): 956–970.
   PubMed Web of Science ®Google Scholar
• Schmitt, S., A. Simpson, and M. Friend. 2011. “A Longitudinal Assessment of the Home Literacy Environment and Early Language.” Infant and Child Development 20: 409–431.
   PubMed Web of Science ®Google Scholar
• Sfard, A. 2007. “When the Rules of Discourse Change, but Nobody Tells You: Making Sense of Mathematics Learning from a Commognitive Standpoint.” The Journal of the Learning Sciences 16 (4): 565–613.
   Web of Science ®Google Scholar
• Shiel, G., C. Kelleher, C. McKwoen, and S. Denner. 2016. Future Ready? The Performance of 15-Year-Olds in Ireland in Science, Reading Literacy and Mathematics in PISA 2015. Dublin: Educational Research Centre.
   Google Scholar
• Siskandar, S. 2013. “Attitude, Motivation, and Parent’s Role Perceived by Sixth Grade Students in Relation to their Achievement in Mathematics.” International Journal of Academic Research 5 (4): 227–230.
   Google Scholar
• Skinner, B. F. 1957. Verbal Behaviour. New York: Appleton-Century-Crofts.
   Google Scholar
• Smart, J. B., and J. C. Marshall. 2013. “Interactions between Classroom Discourse, Teacher Questioning, and Student Cognitive Engagement in Middle School Science.” Journal of Science Teacher Education 24 (2): 249–267.
   Google Scholar
• Smith, T. J., C. M. McKenna, and E. Hines. 2014. “Association of Group Learning with Mathematics Achievement and Mathematics Attitude among Eighth-Grade Students in the US.” Learning Environments Research 17 (2): 229–241.
   Google Scholar
• Stahl, S. A., and S. J. Vancil. 1986. “Discussion is What Makes Semantic Maps Work in Vocabulary Instruction.” The Reading Teacher 40 (1): 62–67.
   Web of Science ®Google Scholar
• Stevens, R. J., and R. E. Slavin. 1995. “The Cooperative Elementary School: Effects on Students’ Achievement, Attitudes, and Social Relations.” American Educational Research Journal 32 (2): 321–351.
   Web of Science ®Google Scholar
• Stromswold, K. 2001. “The Heritability of Language: A Review and Meta-Analysis of Twin, Adoption, and Linkage Studies.” Language 77 (4): 647–723.
   Web of Science ®Google Scholar
• Toll, S. W., and J. E. Van Luit. 2014. “Explaining Numeracy Development in Weak Performing Kindergartners.” Journal of Experimental Child Psychology 124: 97–111.
   PubMed Web of Science ®Google Scholar
• Topping, K., J. Campbell, W. Douglas, and A. Smith. 2003. “Cross-age Peer Tutoring in Mathematics with Seven-and 11-year-olds: Influence on Mathematical Vocabulary, Strategic Dialogue and Self-concept.” Educational Research 45 (3): 287–308.
   Web of Science ®Google Scholar
• Topping, K. J., C. Peter, P. Stephen, and M. Whale. 2004. “Cross-Age Peer Tutoring of Science in the Primary School: Influence on Scientific Language and Thinking.” Educational Psychology 24 (1): 57–75.
   Google Scholar
• Trauner, D., B. Wulfeck, P. Tallal, and J. Hesselink. 2000. “Neurological and MRI Profiles of Children with Developmental Language Impairment.” Developmental Medicine & Child Neurology 42 (07): 470–475.
   PubMedGoogle Scholar
• Vukovic, R. K., and N. K. Lesaux. 2013. “The Language of Mathematics: Investigating the Ways Language Counts for Children’s Mathematical Development.” Journal of Experimental Child Psychology 115 (2): 227–244.
   PubMed Web of Science ®Google Scholar
• Vygotsky, L. S. 1986. Thought and Language. Translated by A. Kozulin. Cambridge, MA: MIT Press.
   Google Scholar
• Warren, E. 2006. “Comparative Mathematical Language in the Elementary School: A Longitudinal Study.” Educational Studies in Mathematics 62 (2): 169–189.
   Google Scholar
• Webb, N. M. 1991. “Task-related Verbal Interaction and Mathematics Learning in Small Groups.” Journal for Research in Mathematics Education 22 (5): 366–389.
   Web of Science ®Google Scholar
• Wood, M. B., and C. A. Kalinec. 2012. “Student Talk and Opportunities for Mathematical Learning in Small Group Interactions.” International Journal of Educational Research 51-52: 109–127.
   Google Scholar
• Xu, L., and D. Clarke. 2013. “Meta-rules of Discursive Practice in Mathematics Classrooms From Seoul, Shanghai and Tokyo.” ZDM- The International Journal on Mathematics Education 45 (1): 61–72.
   Google Scholar
• Yackel, E., P. Cobb, and T. Wood. 1991. “Small-group Interactions as a Source of Learning Opportunities in Second-Grade Mathematics.” Journal for Research in Mathematics Education 22 (5): 390–408.
   Web of Science ®Google Scholar
• Zakaria, E., L. C. Chin, and M. Y. Daud. 2010. “The Effects of Cooperative Learning on Students’ Mathematic Achievement and Attitude Towards Mathematics.” Journal of Social Sciences 6 (2): 272–275.
   Google Scholar
• Zhu, Y. 2015. “Revisiting Word Exposure Frequency and Incidental Vocabulary Acquisition.” Theory and Practice in Language Studies 5 (5): 968–973.
   Google Scholar