First and second language students’ achievement in mathematical content areas

Periodical
Nordisk matematikkdidaktikk
Volume
22
Year
2017
Issue number
2
Page range
33-50
Access date
February 14, 2018
Relates to study/studies
TIMSS 2011
TIMSS 2015

First and second language students’ achievement in mathematical content areas

Abstract

This study compares Swedish first (N=2 253) and second -language (N=248) students' achievement in mathematical content areas specified by the TIMSS-framework. Data on mathematics achievement from three national tests 2007-2009 in school year 9 are used. The present study found that the achievement difference between the mathematical content areas algebra and number was smaller for second language students than for first language students and this result holds with statistical significance (p=0.016). The same holds for algebra versus data and chance (p=0.00053). A hypothesis for further research is suggested; that students immigrating in late school years have contributed to the observed result by bringing experiences from other curricula into their new schooling.