Effect of socioeconomic environment on understanding and producing mathematical vocabulary in preschool children

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Abstract
We investigated the development of mathematical vocabulary understanding in young French children aged 3 to 6 years old as a function of the socioeconomic environment. A total of 306 French children were administered two tasks, respectively assessing their understanding and production of French mathematical vocabulary. The results showed differences in understanding and production of mathematical vocabulary between children in preschool/kindergarten Grade Levels 1 (3-4 yo), 2 (4-5 yo), and 3 (5-6 yo). Children from REP+ (“Réseau d’Education Prioritaire”) schools (that concerned neighborhoods or isolated sectors with the greatest concentrations of social difficulties) understood and produced less numerous mathematical terms than those from regular schools, whatever the grade level. Theoretical and practical contributions for teaching are discussed. Despite the measures as a priority education policy organized by the government in REP+ schools, the school fails to reduce the impact of social inequalities on mathematical vocabulary. Efficient intervention is therefore needed.

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