Ribner A, Silver AM, Elliott L, Libertus ME. Exploring effects of an early math intervention: The importance of parent-child interaction.
Child Dev 2023;
94:395-410. [PMID:
36321367 PMCID:
PMC9991950 DOI:
10.1111/cdev.13867]
[Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/29/2022]
Abstract
We explore whether training parents' math skills or playing number games improves children's mathematical skills. Participants were 162 parent-child dyads; 88.3% were white and children (79 female) were 4 years (M = 46.88 months). Dyads were assigned to a number game, shape game, parent-only approximate number system training, parent-only general trivia, or a no-training control condition and asked to play twice weekly for 8 weeks. Children in the number game condition gained over 15% SD on an assessment of mathematical skill than did those in the no-training control. After 8 additional weeks without training, effects diminished; however, children of parents in the ANS condition underperformed those in the no-treatment control, which was partially explained by changes in the home numeracy environment.
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