Abstract The purpose of this study was to measure the mathematics-vocabulary performance of 3rd graders to determine if performance differences existed among English learners (ELs) and non-ELs with and without mathematics difficulty (MD). Using screening data from a large-scale intervention study, we categorized students into four groups based on equation solving and word-problem performance: no MD, equation difficulty, word-problem difficulty, or equation and word-problem difficulty. Within these four categories, we compared student performance between ELs and non-ELs. Results showed ELs scored lower than non-ELs across all groups. Both ELs and non-ELs with equation and word-problem difficulty demonstrated lower performance on the mathematics vocabulary measure than students with only equation difficulty or word-problem difficulty. Findings indicated ELs and students with MD have limited mathematics vocabulary knowledge and may require focused instruction on the language of mathematics.

中文翻译：

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英语学习者与非英语学习者在数学词汇量表上的表现差异

摘要 本研究的目的是衡量三年级学生的数学-词汇表现，以确定英语学习者 (EL) 和非英语学习者之间是否存在数学困难 (MD) 的表现差异。使用来自大规模干预研究的筛选数据，我们根据方程求解和单词问题的表现将学生分为四组：无 MD、方程难度、单词问题难度或方程和单词问题难度。在这四个类别中，我们比较了 EL 和非 EL 之间的学生表现。结果显示 EL 的得分低于所有组的非 EL。具有方程式和单词问题难度的 EL 和非 EL 学生在数学词汇测量方面的表现均低于仅具有方程式困难或单词问题困难的学生。