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Analysis of institutional authors

Saura-Montesinos, VictoriaAuthor

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December 10, 2024
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On the Relationship Between Bilingualism and Mathematical Performance: A Systematic Review

Publicated to: Education Sciences. 14 (11): 1172- - 2024-11-01 14(11), DOI: 10.3390/educsci14111172

Authors:

González-Martín, AM; Berd-Gómez, R; Saura-Montesinos, V; Biel-Maeso, M; Abrahamse, E
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Affiliations

Ctr Educ Super Ensenanza & Invest Educ, Dept Psychol, Plaza San Martin 4, Madrid 28013, Spain - Author
Tilburg Univ, Dept Commun & Cognit, NL-5037 AB Tilburg, Netherlands - Author
Univ Atlantico Med, Fac Educ, Las Palmas Gran Canaria 35017, Spain - Author
Univ Politecn Madrid, Fac Comp Sci, Madrid 28660, Spain - Author
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Abstract

As part of the demands of a globalized and interconnected world, studying second languages has become a major priority. Bilingual programs implemented in recent decades have motivated an educational strategy in which content area courses are taught through L2. The potential costs of this strategy in academic performance are debated, especially in challenging areas such as mathematics. The present work systematically reviewed 71 papers based on experiments measuring mathematics performance in bilinguals in order to establish if bilinguals show a (dis)advantage in mathematics compared to monolinguals. The results of a total of 305,136 participants (57,703 bilinguals and 247,503 monolinguals) show that bilingualism does not seem to affect mathematical performance, but this is dependent on whether subjects are highly proficient bilinguals. This type of bilingual may only be affected by lower reaction times depending on the testing language. On the other hand, low language proficiency negatively impacts mathematical performance. Lastly, bilingualism enhances mathematical encoding and processes in non-language-related tasks.
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Keywords

2nd languagesArithmeticArithmetic operationsBilingualismCognitive abilitieCognitive abilitiesCognitive controlEducational-attainmentEnglish-language acquisitionInhibitory controlLanguage proficiencyMathematicsMonolingualismNumbePhonological awarenessWord-problemsWorking-memory

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal Education Sciences due to its progression and the good impact it has achieved in recent years, according to the agency WoS (JCR), it has become a reference in its field. In the year of publication of the work, 2024 there are still no calculated indicators, but in 2023, it was in position 126/762, thus managing to position itself as a Q1 (Primer Cuartil), in the category Education & Educational Research.

Independientemente del impacto esperado determinado por el canal de difusión, es importante destacar el impacto real observado de la propia aportación.

Según las diferentes agencias de indexación, el número de citas acumuladas por esta publicación hasta la fecha 2026-04-24:

  • Scopus: 1
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Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2026-04-24:

  • The use of this contribution in bookmarks, code forks, additions to favorite lists for recurrent reading, as well as general views, indicates that someone is using the publication as a basis for their current work. This may be a notable indicator of future more formal and academic citations. This claim is supported by the result of the "Capture" indicator, which yields a total of: 27 (PlumX).

With a more dissemination-oriented intent and targeting more general audiences, we can observe other more global scores such as:

    It is essential to present evidence supporting full alignment with institutional principles and guidelines on Open Science and the Conservation and Dissemination of Intellectual Heritage. A clear example of this is:

    • The work has been submitted to a journal whose editorial policy allows open Open Access publication.
    • Assignment of a Handle/URN as an identifier within the deposit in the Institutional Repository: https://oa.upm.es/89206/

    As a result of the publication of the work in the institutional repository, statistical usage data has been obtained that reflects its impact. In terms of dissemination, we can state that, as of

    • Views: 216
    • Downloads: 146
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    Leadership analysis of institutional authors

    This work has been carried out with international collaboration, specifically with researchers from: Netherlands.

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