{"pk":29312,"title":"Language in Math Problem Solving","subtitle":null,"abstract":"Children enrolled in language-immersion programmes may be required to learn math in the immersion language. Fol-lowing the framework of the Pathways Model (LeFevre et al., 2010; Sowinski et al., 2014), the goal of the present studywas to understand how instructional language supports math learning by comparing patterns of performance of immersionand non-immersion students. Participants included 182 grade 2 students (Mean age= 7.8 years): 108 students were en-rolled in French immersion programs and were learning math in French (their second language) and 74 were enrolled innon-immersion programs and were learning math in English (their home language). Participants were tested on a numberof general cognitive measures as well as math specific outcome measures. Results show that overall, across both immer-sion and non-immersion students, linguistic, quantitative and working memory components contributed to math problemsolving. However, within the linguistic component there were differences between the direct and indirect pathways.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6ms33693","frozenauthors":[{"first_name":"Renee","middle_name":"","last_name":"Whittaker","name_suffix":"","institution":"Carleton University","department":""},{"first_name":"Chang","middle_name":"","last_name":"Xu","name_suffix":"","institution":"Carleton University","department":""},{"first_name":"Jo-Anne","middle_name":"","last_name":"LeFevre","name_suffix":"","institution":"Carleton University","department":""},{"first_name":"Helena","middle_name":"P.","last_name":"Osana","name_suffix":"","institution":"Concordia University","department":""},{"first_name":"Jill","middle_name":"","last_name":"Turner","name_suffix":"","institution":"Carleton University","department":""},{"first_name":"Heather","middle_name":"","last_name":"Douglas","name_suffix":"","institution":"Carleton University","department":""},{"first_name":"Anne","middle_name":"","last_name":"Lafay","name_suffix":"","institution":"Concordia University","department":""},{"first_name":"Sheri-Lynn","middle_name":"","last_name":"Skwarchuk","name_suffix":"","institution":"University of Winnipeg","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29312/galley/19183/download/"}]}