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<p>Mathematical ability is a foundational cognitive skill, yet the role of mathematics-specific language (MS language; e.g., quantitative, spatial, relational language) in supporting children’s mathematical development remains variably estimated across studies. The present three-level meta-analysis aimed to synthesize evidence on the relationship between MS language and mathematical ability in children and to examine potential moderators. A systematic search of Web of Science, Elsevier, ProQuest, and EBSCO was conducted up to May 3, 2025. Forty-nine articles (54 independent samples; 219 effect sizes; <i>N</i> = 12,739; ages 3.67–11.33 years) met the inclusion criteria. A random-effects three-level model showed that MS language was moderately and positively related to mathematical ability (<i>r</i> = 0.50, 95% CI [0.45, 0.55]), with substantial heterogeneity (<i>Q</i>(218) = 2215.77, <i>p</i> &lt; 0.001; <InlineEquation ID="IEq1"> <EquationSource Format="TEX">\(\:{I}_{\text{T}\text{o}\text{t}\text{a}\text{l}}^{2}\)</EquationSource> </InlineEquation> = 88.64%). Variance decomposition indicated that 74.75% of heterogeneity occurred between studies and 13.89% within studies. A within-study comparison demonstrated that the MS language–mathematics relationship was slightly larger than the general language–mathematics relationship (β = 0.131, <i>p</i> &lt; 0.001). Moderator analyses indicated that effect sizes varied by MS language component, assessment format, mathematics domain, country, and language, whereas age, gender, socioeconomic status, publication year, and MS language orientation did not show reliable moderating effects. Multiple sensitivity and publication-bias analyses yielded highly consistent estimates. These findings indicate a robust relationship between children’s MS language and mathematical ability, highlighting measurement characteristics and cultural–linguistic context as key sources of variability and suggesting MS language as a potential avenue for future intervention, longitudinal studies, or mechanistic research.</p>

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Examining the Relationship Between Mathematics-Specific Language and Mathematical Abilities in Children: a Three-Level Meta-Analysis

  • 期刊论文

  • 发表日期：

    2026年4月16日

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  • Tingyu Zhu,
  • Haiyan Luo,
  • Lijin Zhang

摘要

Mathematical ability is a foundational cognitive skill, yet the role of mathematics-specific language (MS language; e.g., quantitative, spatial, relational language) in supporting children’s mathematical development remains variably estimated across studies. The present three-level meta-analysis aimed to synthesize evidence on the relationship between MS language and mathematical ability in children and to examine potential moderators. A systematic search of Web of Science, Elsevier, ProQuest, and EBSCO was conducted up to May 3, 2025. Forty-nine articles (54 independent samples; 219 effect sizes; N = 12,739; ages 3.67–11.33 years) met the inclusion criteria. A random-effects three-level model showed that MS language was moderately and positively related to mathematical ability (r = 0.50, 95% CI [0.45, 0.55]), with substantial heterogeneity (Q(218) = 2215.77, p < 0.001; \(\:{I}_{\text{T}\text{o}\text{t}\text{a}\text{l}}^{2}\) = 88.64%). Variance decomposition indicated that 74.75% of heterogeneity occurred between studies and 13.89% within studies. A within-study comparison demonstrated that the MS language–mathematics relationship was slightly larger than the general language–mathematics relationship (β = 0.131, p < 0.001). Moderator analyses indicated that effect sizes varied by MS language component, assessment format, mathematics domain, country, and language, whereas age, gender, socioeconomic status, publication year, and MS language orientation did not show reliable moderating effects. Multiple sensitivity and publication-bias analyses yielded highly consistent estimates. These findings indicate a robust relationship between children’s MS language and mathematical ability, highlighting measurement characteristics and cultural–linguistic context as key sources of variability and suggesting MS language as a potential avenue for future intervention, longitudinal studies, or mechanistic research.