This study explored the relationship between mathematics vocabulary and mathematics achievement, controlling general vocabulary, for eighth graders (ages 13 to 14) from the United States (US; n = 89) and Turkey (n = 188). The mathematics achievement of Turkish students fell into higher- and lower-achieving groups, with students in the higher-achieving group showing achievement levels like their US peers. For US students and the corresponding higher-achieving Turkish students, mathematics vocabulary predicted mathematics achievement and mediated the relation between general vocabulary and mathematics achievement. For the lower-achieving Turkish students, only general vocabulary predicted mathematics achievement. The pattern of results extends findings from studies of younger students and is interpreted in terms of the domain-general and domain-specific contributions to mathematics achievement.

本研究探讨了来自美国（美国；n  = 89）和土耳其（n = 188）。土耳其学生的数学成绩分为高分和低分，高分组的学生表现出与美国同龄人一样的成绩水平。对于美国学生和相应的取得较高成绩的土耳其学生，数学词汇预测数学成绩并调节一般词汇与数学成绩之间的关系。对于成绩较低的土耳其学生，只有一般词汇才能预测数学成绩。结果模式扩展了对年轻学生的研究结果，并根据对数学成就的一般领域和特定领域的贡献来解释。