Abstract
This study explored the relationship between mathematics vocabulary and mathematics achievement, controlling general vocabulary, for eighth graders (ages 13 to 14) from the United States (US; n = 89) and Turkey (n = 188). The mathematics achievement of Turkish students fell into higher- and lower-achieving groups, with students in the higher-achieving group showing achievement levels like their US peers. For US students and the corresponding higher-achieving Turkish students, mathematics vocabulary predicted mathematics achievement and mediated the relation between general vocabulary and mathematics achievement. For the lower-achieving Turkish students, only general vocabulary predicted mathematics achievement. The pattern of results extends findings from studies of younger students and is interpreted in terms of the domain-general and domain-specific contributions to mathematics achievement.
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