A-210 The Effects of Language on Arithmetic and Problem-Solving Abilities in Hispanics

Abstract Objective: To identify differences between Hispanics and Caucasians in mathematics problem-solving abilities using the KeyMath-3. Methods: The data for this study was derived from a large de-identified database. sample contained two groups: Hispanic group, (n=38; 64.4% female; mean age=29.9, SD=10.46; education=12.89, SD=10.46) Caucasian group (n=72; 65.8% age=31, SD=13.27; education=13.25, SD=1.38). scaled scores KeyMath-3 subtests were calculated independent t-tests. Results: Results showed no significant on Numeration, Algebra, Geometry, Measurement, Data Analysis, Basic Concepts, Mental Computation, Addition Subtraction, or Multiplication Division subtests. However, found groups Foundations of Problem Solving [Caucasian M=9.92, SD=6.32; M=7.23, SD=2.39; t(108)=6.913, p=.010] Applied M=12.28, SD=12.8; M=7.71, SD=3.09; t(108)=8.73, p=.004]. Conclusion: indicate underperform compared to requiring verbal comprehension, suggesting performance is affected by disadvantage language not mathematical ability. may comprehension related tasks due less exposure English. This finding demonstrates are at under circumstances application math concepts context problems (i.e., Graduate Record Examination). No differentiation could be made who have immigrated those born United States parents. Therefore, future research should these differences.