Learning Numbers in Different Languages: Chinese versus Malay

This study investigated the impact of learning to use the Chinese or the Malay counting system on children's number development. Both languages are used as the medium of instruction in Malaysian national primary schools. It was predicted that Chinese learners would perform better than Malay learners on all number tasks because Chinese is a more regular counting system. Children (N = 120; age 7 years) from two primary schools in Malaysia answered four number tasks (counting, hundred squares, a shop task, and a number line task) in their language of instruction. Chinese-speaking children outperformed their Malay-speaking peers in all tasks; the difference was statistically significant even after controlling for differences in socio-economic status and mother's education. The results supported the theory that the level of transparency of number systems influences children's ability to generate number names.