Language and Mathematical Performance: a Comparison of Lower Secondary School Students with Different Level of Mathematical Skills

A1 Originalartikel i en vetenskaplig tidskrift (referentgranskad)

Interna författare/redaktörer

Publikationens författare: Johan Korhonen, Karin Linnanmäki, Pirjo Aunio
Förläggare: Taylor & Francis
Publiceringsår: 2012
Tidskrift: Scandinavian Journal of Educational Research
Tidskriftsakronym: SJER
Volym: 56
Nummer: 3
Artikelns första sida, sidnummer: 333
Artikelns sista sida, sidnummer: 344
eISSN: 1470-1170


This study investigated the connection between language (i.e., word comprehension, reading comprehension and spelling skills) and mathematical performance. The sample consisted of grade nine students (N 1⁄4 810) in 14 lower secondary schools in the Swedish speaking areas of Finland. Standardized tests for reading and writing skills, and mathematical performance were used. Based on the mathematics test the students were categorized into eight performance groups. Many students had problems in both mathematics and language performance. On the whole data level reading skills were a powerful predictor for math performance, the reading factor explained 52% of the variance in the model. Hence, the reading skills focusing on understanding of the text are important in solving mathematical tasks at the end of compulsory school.


adolescence, language performance, low achievement, Mathematical performance

Senast uppdaterad 2020-01-06 vid 01:32