Abstract
As the number of female immigrants from Southeast Asia increases at Taiwan for these years, and it mean more and more Southeastern Asian female immigrants�� children were born in Taiwan. Immigrants�� children were disadvantaged due to language, cultural and social interactional conflicts between home and school. This study focus on 519 elementary school students that was include 260 new immigrants�� children and 259 residents�� children in Taiwan. The data would be analysis with latent growth analysis with three years data. The early mathematics learning achievement was not relative the change of mathematics learning achievement in these three years. The early mathematics learning achievement of new immigrants�� children and residents�� children was different, but the change of mathematics learning achievement of new immigrants�� children and residents�� children was not different. New Immigrants�� children and residents�� children were different in teacher relationship, peer relationship, and language ability. The change of language ability of new immigrants�� children and residents�� children were different in these three years. Early teacher-student relationship and early peer relationship were helpful for the early mathematics learning achievement of new immigrants�� children, but for reduce the gap of mathematics learning achievement between new immigrants�� children and residents�� children, the elementary school teachers should improve the language first.
Author Information
Hsieh-Hua Yang
Yi-Horng Lai
Fen-Fen Huang
Shu-Chen Kuo
Paper Information
Conference: ACEID2015
Stream: Challenging and Preserving Traditional Cultures - Education for intercultural communication
This paper is part of the ACEID2015 Conference Proceedings (View)
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