Poor performance in calculus skills can pose substantial problems for the development of early math with consequences within (overall academic performance) and outside of school (performance problems during adulthood, etc.). As well, achieving a good level of mathematical ability is important for success in school and achievement in activities of daily life. Language skills "are tools through which students learn, apply and develop mathematical concepts and skills" ( Serio, 2014, p.12). Keywords: Oral language BLOC-SR mathematics competencies TEDI-MATH sex age Introduction Furthermore, this paper examine the role of sex and month of birth on the relationship between oral language and mathematics competencies. Specifically, children who score higher in oral language (BLOC-SR) tend to obtain better results in calculus (TEDI-MATH), but the difference in the means in calculus of students who score above the language mean oral is not higher than the mean of students who score below. ![]() The results show existing relationships in some of the dimensions of oral language and calculus. For this, the BLOC-SR and TEDI-MATH tests have been administered to 13 children in the first year of elementary school. ![]() The aim of this paper is to analyze the relationship between oral language (morphology, syntax, semantics and pragmatics) and mathematics competencies (counting, numbering, Arabic numeral system, oral numerical system, logical operations, operations with arithmetic statement, operations with verbal statement and size estimation) moderated by sex and month of birth.
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