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Silver AM, Alvarez-Vargas D, Bailey DH, Libertus ME. Assessing the association between parents' math talk and children's math performance: A preregistered meta-analysis. J Exp Child Psychol 2024; 243:105920. [PMID: 38643736 DOI: 10.1016/j.jecp.2024.105920] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2023] [Revised: 02/02/2024] [Accepted: 03/14/2024] [Indexed: 04/23/2024]
Abstract
The home math environment has gained considerable attention as a potential cause of variation in children's math performance, and recent research has suggested positive associations between parents' math talk and children's mathematical performance. However, the extent to which associations reflect robust causal effects is difficult to test. In a preregistered meta-analysis, we assess the association between parents' math talk and children's math performance. Our initial search identified 24,291 potential articles. After screening, we identified 22 studies that were included in analyses (k = 280 effect sizes, n = 35,917 participants). A multilevel random effects meta-analysis was employed, finding that parents' math talk is significantly associated with children's math performance (b = 0.10, SE = 0.03, p = .002). We tested whether associations differ as a function of sample characteristics, observation context, observation length, type of math talk and math performance measured, and modeling approaches to math talk variable analysis. In addition, we tested whether associations are robust to the inclusion of strong baseline covariates and found that effects attenuated when children's domain-general and/or prior math abilities are included. We discuss plausible bounds of the effects of parents' math talk on children's mathematical performance to inform power analyses and experimental work on the impact of parents' math language on children's math learning.
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Affiliation(s)
- Alex M Silver
- Department of Psychology, Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA 15260, USA.
| | | | - Drew H Bailey
- School of Education, University of California, Irvine, Irvine, CA 92697, USA
| | - Melissa E Libertus
- Department of Psychology, Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA 15260, USA
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2
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Fox DS, Elliott L, Bachman HJ, Votruba-Drzal E, Libertus ME. Diversity of spatial activities and parents' spatial talk complexity predict preschoolers' gains in spatial skills. Child Dev 2024; 95:734-749. [PMID: 37861229 PMCID: PMC11023785 DOI: 10.1111/cdev.14024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2023]
Abstract
Children's spatial activities and parental spatial talk were measured to examine their associations with variability in preschoolers' spatial skills (N = 113, Mage = 4 years, 4 months; 51% female; 80% White, 11% Black, and 9% other). Parents who reported more diversity in daily spatial activities and used longer spatial talk utterances during a spatial activity had children with greater gains in spatial skills from ages 4 to 5 (β = .17 and β = .40, respectively). Importantly, this study is the first to move beyond frequency counts of spatial input and investigate the links among the diversity of children's daily spatial activities, as well as the complexity of parents' spatial language across different contexts, and preschoolers' gains in spatial skills, an important predictor of later STEM success.
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Affiliation(s)
- Danielle S Fox
- Learning Research and Development Center, Pittsburgh, Pennsylvania, USA
- Department of Psychology, Dietrich School of Arts and Sciences, Pittsburgh, Pennsylvania, USA
| | - Leanne Elliott
- Learning Research and Development Center, Pittsburgh, Pennsylvania, USA
- Department of Psychology, Dietrich School of Arts and Sciences, Pittsburgh, Pennsylvania, USA
| | - Heather J Bachman
- Learning Research and Development Center, Pittsburgh, Pennsylvania, USA
- Department of Health and Human Development, School of Education, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
| | - Elizabeth Votruba-Drzal
- Learning Research and Development Center, Pittsburgh, Pennsylvania, USA
- Department of Psychology, Dietrich School of Arts and Sciences, Pittsburgh, Pennsylvania, USA
| | - Melissa E Libertus
- Learning Research and Development Center, Pittsburgh, Pennsylvania, USA
- Department of Psychology, Dietrich School of Arts and Sciences, Pittsburgh, Pennsylvania, USA
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3
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McDougal E, Gilligan-Lee KA, Gilmore C, Farran EK. Construction play frequency and relations with spatial ability and mathematics performance. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2024; 42:72-77. [PMID: 37929328 DOI: 10.1111/bjdp.12465] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2023] [Revised: 09/15/2023] [Accepted: 09/25/2023] [Indexed: 11/07/2023]
Abstract
The nature of the home mathematics environment (which includes numerical and spatial activities at home) is related to children's spatial and mathematics performance. The current study investigated concrete and digital construction play frequency and relations with spatial and mathematical skills. Participants aged 7-9 years (N = 634) reported their frequency of construction play (concrete and digital) and completed direct measures of spatial ability and mathematics performance. Correlations between measures revealed no association between construction play frequency and outcome measures. This suggests that quantity of construction play is not pertinent for spatial and mathematics skills, however future research should explore whether quality of play is an important factor.
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Affiliation(s)
- E McDougal
- School of Psychology, University of Surrey, Guildford, UK
- Evidence Based Practice Unit, Anna Freud, University College London, London, UK
| | - K A Gilligan-Lee
- Centre for Educational Neuroscience, University of London, London, UK
- School of Psychology, University College, Dublin, Ireland
| | - C Gilmore
- Centre for Mathematical Cognition, Loughborough University, Loughborough, UK
| | - E K Farran
- School of Psychology, University of Surrey, Guildford, UK
- Centre for Educational Neuroscience, University of London, London, UK
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Alvarez-Vargas D, Begolli KN, Choc M, Acevedo-Farag LM, Bailey DH, Richland L, Bustamante A. Fraction Ball impact on student and teacher math talk and behavior. J Exp Child Psychol 2024; 239:105777. [PMID: 37956609 DOI: 10.1016/j.jecp.2023.105777] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/02/2023] [Revised: 08/27/2023] [Accepted: 08/28/2023] [Indexed: 11/15/2023]
Abstract
We assessed the impacts of Fraction Ball-a novel suite of games combining the benefits of embodied guided play for math learning-on the math language production and behavior of students and teachers. In the Pilot Experiment, 69 fifth and sixth graders were randomly assigned to play four different Fraction Ball games or attend normal physical education class. The Efficacy Experiment was implemented to test improvements made through co-design with teachers with 160 fourth through sixth graders. Researchers observed and coded for use of math language and behavior. Playing Fraction Ball resulted in consistent increases of students' and teachers' use of fraction (SDs = 0.98-2.42) and decimal (SDs = 0.65-1.64) language and number line arithmetic, but not in whole number, spatial language, counting, instructional gesturing, questioning, and planning. We present evidence of the math language production in physical education and value added by Fraction Ball to support rational number language and arithmetic through group collaboration.
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Affiliation(s)
| | | | | | | | - Drew H Bailey
- School of Education, University of California, Irvine, Irvine, CA 92697, USA
| | - Lindsey Richland
- School of Education, University of California, Irvine, Irvine, CA 92697, USA
| | - Andres Bustamante
- School of Education, University of California, Irvine, Irvine, CA 92697, USA
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5
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Silver AM, Swirbul M, Tamis-LeMonda CS, Cabrera N, Libertus ME. Investigating associations between parent engagement and toddlers' mathematics performance. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2023; 41:412-445. [PMID: 37431921 PMCID: PMC10592410 DOI: 10.1111/bjdp.12459] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2021] [Revised: 06/22/2023] [Accepted: 06/27/2023] [Indexed: 07/12/2023]
Abstract
Early mathematics skills relate to later mathematics achievement and educational attainment, which in turn predict career choice, income, health and financial decision-making. Critically, large differences exist among children in early mathematics performance, with parental mathematics engagement being a key predictor. However, most prior work has examined mothers' mathematics engagement with their preschool- and school-aged children. In this Registered Report, we tested concurrent associations between mothers' and fathers' engagement in mathematics activities with their 2- to 3-year-old toddlers and children's mathematics performance. Mothers and fathers did not differ in their engagement in mathematics activities, and both parents' mathematics engagement related to toddlers' mathematics skills. Fathers' mathematics engagement was associated with toddlers' number and mathematics language skills, but not their spatial skills. Mothers' mathematics engagement was only associated with toddlers' mathematics language skills. Critically, associations may be domain-specific, as parents' literacy engagement did not relate to measures of mathematics performance above their mathematics engagement. Mothers' and fathers' mathematics activities uniquely relate to toddlers' developing mathematics skills, and future work on the nuances of these associations is needed.
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Affiliation(s)
- Alex M. Silver
- Department of Psychology, Learning Research and Development Center, University of Pittsburgh
| | - Mackenzie Swirbul
- Department of Applied Psychology, Steinhardt School of Culture, Education and Human Development, New York University
| | - Catherine S. Tamis-LeMonda
- Department of Applied Psychology, Steinhardt School of Culture, Education and Human Development, New York University
| | - Natasha Cabrera
- Department of Human Development and Quantitative Methodology, University of Maryland
| | - Melissa E. Libertus
- Department of Psychology, Learning Research and Development Center, University of Pittsburgh
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6
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Cosso J, Finders JK, Duncan RJ, Schmitt SA, Purpura DJ. The home numeracy environment and children's math skills: The moderating role of parents' math anxiety. J Exp Child Psychol 2023; 227:105578. [PMID: 36403295 DOI: 10.1016/j.jecp.2022.105578] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/20/2021] [Revised: 10/10/2022] [Accepted: 10/11/2022] [Indexed: 11/18/2022]
Abstract
Evidence suggests that parents' math anxiety moderates the association between parents' help in mathematics homework and first graders' mathematics skills. Understanding whether similar associations are evident in younger children, in regard to the home numeracy environment (HNE) is essential, given that early math skills are strong predictors of later academic outcomes, and children's skills prior to kindergarten are fostered principally by their parents. Thus, the purpose of this study was to examine the association and interaction between the HNE and parents' math anxiety related to preschool children's numeracy performance. Participants were 121 parent-child dyads. Results from hierarchical multiple regression models demonstrated that parents' math anxiety and the HNE, included as separate predictors of children's math skills, were not statistically significant. However, the interaction between HNE and parents' math anxiety was statistically significant, such that the positive association between HNE and children's numeracy skills emerged when parents felt less anxious about math. These findings highlight the importance of accounting for parents' math anxiety when exploring the home influences on children's numeracy skills.
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Affiliation(s)
- Jimena Cosso
- Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, University Park, PA, 16803, USA.
| | - Jennifer K Finders
- Human Development and Family Studies, College of Health and Human Sciences, Purdue University, West Lafayette, IN, USA
| | - Robert J Duncan
- Human Development and Family Studies, College of Health and Human Sciences, Purdue University, West Lafayette, IN, USA
| | | | - David J Purpura
- Human Development and Family Studies, College of Health and Human Sciences, Purdue University, West Lafayette, IN, USA
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Miller P, Elliott LE, Podvysotska T, Ptak C, Duong S, Fox D, Coulanges L, Libertus M, Bachman HJ, Votruba-Drzal E. Toddler home math environment: Triangulating multi-method assessments in a U.S. Sample. Front Psychol 2023; 14:1105569. [PMID: 36895738 PMCID: PMC9989257 DOI: 10.3389/fpsyg.2023.1105569] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2022] [Accepted: 02/02/2023] [Indexed: 02/25/2023] Open
Abstract
Introduction Current research has documented the home math environment (HME) of preschoolers and kindergarteners. Very few studies, however, have explored the number and spatial activities in which parents engage with children during their toddler years. Methods This study examined the HME of 157 toddlers using several methodologies, including surveys, time diaries, and observations of math talk. Further, it examined correlations within and across data sources to identify areas of convergence and triangulation, and correlated HME measures with measures of toddlers' number and spatial skills. Results Findings showed that, in general, uses of different types of math activities, including both number and spatial, were intercorrelated within method. Across methods, there was high intercorrelation between the frequency of math activities reported on parent surveys and the diversity of types of math activities endorsed in time diary interviews. Parent math talk gleaned from semi-structured interviews functioned as a separate aspect of the HME; different types of math talk shared few intercorrelations with engagement in math activities as reported in either surveys or time diaries. Finally, several HME measures positively correlated with toddlers' math skills. Discussion Given extant research demonstrating that both math activities and math talk predict children's math skills, our results stress the need for multimethod studies that differentiate among these HME opportunities.
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Affiliation(s)
- Portia Miller
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States
| | | | - Tamara Podvysotska
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States.,Department of Psychology, Kenneth P. Dietrich School of Arts & Sciences, University of Pittsburgh, Pittsburgh, PA, United States
| | - Chelsea Ptak
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States.,Department of Psychology, Kenneth P. Dietrich School of Arts & Sciences, University of Pittsburgh, Pittsburgh, PA, United States
| | - Shirley Duong
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States.,Department of Psychology, Kenneth P. Dietrich School of Arts & Sciences, University of Pittsburgh, Pittsburgh, PA, United States
| | - Danielle Fox
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States.,Department of Psychology, Kenneth P. Dietrich School of Arts & Sciences, University of Pittsburgh, Pittsburgh, PA, United States
| | - Linsah Coulanges
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States.,Department of Psychology in Education, School of Education, University of Pittsburgh, Pittsburgh, PA, United States
| | - Melissa Libertus
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States.,Department of Psychology, Kenneth P. Dietrich School of Arts & Sciences, University of Pittsburgh, Pittsburgh, PA, United States
| | - Heather J Bachman
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States.,Department of Psychology in Education, School of Education, University of Pittsburgh, Pittsburgh, PA, United States
| | - Elizabeth Votruba-Drzal
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States.,Department of Psychology, Kenneth P. Dietrich School of Arts & Sciences, University of Pittsburgh, Pittsburgh, PA, United States
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8
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Tomasetto C, LeFevre JA, Passolunghi MC, De Vita C, Guardabassi V, Brunelli A, Ciotti F, Biasini G. With a little help from our pediatrician: An intervention to promote mathematics-related home activities through regular well-child visits. Front Psychol 2022; 13:1051822. [PMID: 36544453 PMCID: PMC9763055 DOI: 10.3389/fpsyg.2022.1051822] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2022] [Accepted: 11/11/2022] [Indexed: 12/12/2022] Open
Abstract
Introduction Children's involvement in mathematics-related activities in the home environment is associated with the development of their early numeracy over the preschool years. Intervention studies to promote parents' awareness and provision of mathematics-related home activities are however scant. In this study we developed and tested the effectiveness of a non-intensive intervention program delivered by community pediatricians to promote mathematics-related activities in the home environment. Methods Parents of 204 Italian children were invited to report on the frequency of mathematics-related home activities when children attended the first preschool year (3 years, 8 months of age on average) and, subsequently, the third preschool year (5 years, 6 months of age on average). At both waves, children were also assessed on their early numeracy. In occasion of the routine well-child visit at age 5, parents who were randomly allocated to the intervention condition (vs. a business-as-usual control condition) received guidance on age-appropriate home mathematics-related practices to sustain children's numerical development. Results Results revealed that parents in the intervention group improved their provision of home mathematics-related activities at the post-intervention assessment (relative to baseline) to a greater extent than parents in the control condition. No effect was observed on children's early numeracy. Discussion Overall, results are promising in suggesting that community pediatricians may be a resource to promote home mathematics-related activities though non-intensive low-cost interventions.
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Affiliation(s)
- Carlo Tomasetto
- Department of Psychology Renzo Canestrari, University of Bologna, Bologna, Italy
| | - Jo-Anne LeFevre
- Department of Psychology, Institute of Cognitive Science, Carleton University, Ottawa, ON, Canada
| | | | - Chiara De Vita
- Department of Life Sciences, University of Trieste, Trieste, Italy
| | - Veronica Guardabassi
- Department of Psychology Renzo Canestrari, University of Bologna, Bologna, Italy
| | - Antonella Brunelli
- Azienda Unità Sanitaria Locale (AUSL) della Romagna, Cesena, Italy
- Associazione Culturale Pediatri – Romagna (ACPR), Cesena, Italy
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9
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Melzi G, Mesalles V, Caspe M, Prishker N. Spatial language during a household task with bilingual Latine families. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1016/j.appdev.2022.101409] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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10
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Cosso J, Ellis A, O'Rear CD, Zippert EL, Schmitt SA, Purpura DJ. Conceptualizing the factor structure of parents' math anxiety and associations with children's mathematics skills. Ann N Y Acad Sci 2022; 1511:119-132. [PMID: 35030639 DOI: 10.1111/nyas.14736] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2021] [Revised: 11/09/2021] [Accepted: 11/24/2021] [Indexed: 11/28/2022]
Abstract
There is a growing literature examining the association between parents' math anxiety and children's mathematics skills. Previous research has considered parents' math anxiety as a unidimensional construct that primarily focused on parents' experiences doing mathematics themselves. However, this research did not account for parents' experiences when doing mathematics with their children. Thus, there were two goals of the present study: (1) to identify the structure of parents' math anxiety when considering context-dependent situations, and (2) to determine whether parental math anxiety was related to children's early numeracy skills. We conducted a series of confirmatory factor analyses using a sample of 155 preschool children (Mage = 4.20 years, SD = 0.71; 51% female). The best fitting model of parents' math anxiety was a bifactor model, suggesting that parents' math anxiety was best conceptualized as a multidimensional construct. However, structural equation models showed parent math anxiety was not a significant predictor of children's numeracy performance. These findings provide a foundation for understanding parents' math anxiety as multidimensional and raise questions about potential mechanisms that may explain prior work finding mixed relations between math anxiety and children's numeracy performance.
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Affiliation(s)
- Jimena Cosso
- Department of Educational Studies, College of Education, Purdue University, West Lafayette, Indiana
| | - Alexa Ellis
- Human Development and Family Studies, Purdue University, West Lafayette, Indiana
| | - Connor D O'Rear
- Human Development and Family Studies, Purdue University, West Lafayette, Indiana
| | - Erica L Zippert
- Human Development and Family Studies, Purdue University, West Lafayette, Indiana
| | - Sara A Schmitt
- Human Development and Family Studies, Purdue University, West Lafayette, Indiana
| | - David J Purpura
- Human Development and Family Studies, Purdue University, West Lafayette, Indiana
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11
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Daucourt MC, Napoli AR, Quinn JM, Wood SG, Hart SA. The home math environment and math achievement: A meta-analysis. Psychol Bull 2021; 147:565-596. [PMID: 34843299 DOI: 10.1037/bul0000330] [Citation(s) in RCA: 30] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Mathematical thinking is in high demand in the global market, but approximately 6 percent of school-age children across the globe experience math difficulties (Shalev et al., 2000). The home math environment (HME), which includes all math-related activities, attitudes, beliefs, expectations, and utterances in the home, may be associated with children's math development. To examine the relation between the HME and children's math abilities, a preregistered meta-analysis was conducted to estimate the average weighted correlation coefficient (r) between the HME and children's math achievement and how potential moderators (i.e., assessment, study, and sample features) might contribute to study heterogeneity. A multilevel correlated effects model using 631 effect sizes from 64 quantitative studies comprising 68 independent samples found a positive, statistically significant average weighted correlation of r = .13 (SE = .02, p < .001). Our combined sensitivity analyses showed that the present findings were robust and that the sample of studies has evidential value. A number of assessment, study, and sample characteristics contributed to study heterogeneity, showing that no single feature of HME research was driving the large between-study differences found for the association between the HME and children's math achievement. These findings indicate that children's environments and interactions related to their learning are supported in the specific context of math learning. Our results also show that the HME represents a setting in which children learn about math through social interactions with their caregivers (Vygotsky, 1978) and what they learn depends on the influence of many levels of environmental input (Bronfenbrenner, 1979) and the specificity of input children receive (Bornstein, 2002). (PsycInfo Database Record (c) 2021 APA, all rights reserved).
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12
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Relations between Subdomains of Home Math Activities and Corresponding Math Skills in 4-Year-Old Children. EDUCATION SCIENCES 2021. [DOI: 10.3390/educsci11100594] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Most studies on the subject have investigated relations between home math activities and child math skills, without paying much attention to the specific skills that such activities foster and their alignment with children’s math assessments. The present study examined specific relations between subdomains of home math activities and children’s corresponding math skills (e.g., home counting/cardinality activities related to children’s counting/cardinality skills). Participants were 78 mostly middle-income, White parents and their four-year-old children (M age = 53.19 months; 45% girls). Parents completed a 24-item survey about the frequency of home activities supporting five subdomains of math: counting/cardinality, set comparison, number identification, adding/subtracting, and patterning. Children’s skills in these same five subdomains were assessed using the Preschool Early Numeracy Scale (PENS) and the Early Patterning Assessment. Specific relations were observed in set comparison, adding/subtracting, and patterning, such that higher frequency of home activities in these subdomains related to advanced child math skills in the corresponding subdomains. No specific relations were found in counting/cardinality and number identification. Overall home math activities averaged across the five math subdomains positively related to children’s overall math skills. Findings highlight the importance of engagement in specific math activities in the home environment and their significance for corresponding child math development.
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13
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Girard C, Bastelica T, Léone J, Epinat-Duclos J, Longo L, Prado J. The relation between home numeracy practices and a variety of math skills in elementary school children. PLoS One 2021; 16:e0255400. [PMID: 34543301 PMCID: PMC8452026 DOI: 10.1371/journal.pone.0255400] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2020] [Accepted: 07/16/2021] [Indexed: 12/01/2022] Open
Abstract
A growing number of studies suggest that the frequency of numeracy experiences that parents provide at home may relate to children's mathematical development. However, the relation between home numeracy practices and children's numerical skills is complex and might depend upon both the type and difficulty of activities, as well as the type of math skills. Studies have also argued that this relation may be driven by factors that are not systematically controlled for in the literature, including socio-economic status (SES), parental math skills and children's IQ. Finally, as most prior studies have focused on preschoolers, it remains unclear to what extent there remains a relation between the home numeracy environment and math skills when children are in elementary school. In the present study, we tested an extensive range of math skills in 66 8-year-olds, including non-symbolic quantity processing, symbolic number understanding, transcoding, counting, and mental arithmetic. We also asked parents to complete a questionnaire about their SES, academic expectations, academic attitudes, and the numeracy practices that they provide at home. Finally, we measured their arithmetic fluency as a proxy for parental math skills. Over and above differences in socio-economic status, parental arithmetic fluency, child's IQ, and time spent with the child, we found a positive relation between the frequency of formal numeracy practices that were at or above grade level and two separate measures of mental arithmetic. We further found that the frequency of these advanced formal numeracy practices was related to parents' academic expectations. Therefore, our study shows that home numeracy experiences predict arithmetic skills in elementary school children, but only when those activities are formal and sufficiently challenging for children.
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Affiliation(s)
- Cléa Girard
- Lyon Neuroscience Research Center (CRNL), Experiential Neuroscience and Mental Training Team, INSERM U1028—CNRS UMR5292, University of Lyon, Lyon, France
| | - Thomas Bastelica
- Lyon Neuroscience Research Center (CRNL), Experiential Neuroscience and Mental Training Team, INSERM U1028—CNRS UMR5292, University of Lyon, Lyon, France
| | - Jessica Léone
- Lyon Neuroscience Research Center (CRNL), Experiential Neuroscience and Mental Training Team, INSERM U1028—CNRS UMR5292, University of Lyon, Lyon, France
| | - Justine Epinat-Duclos
- Lyon Neuroscience Research Center (CRNL), Experiential Neuroscience and Mental Training Team, INSERM U1028—CNRS UMR5292, University of Lyon, Lyon, France
| | - Léa Longo
- Lyon Neuroscience Research Center (CRNL), Experiential Neuroscience and Mental Training Team, INSERM U1028—CNRS UMR5292, University of Lyon, Lyon, France
| | - Jérôme Prado
- Lyon Neuroscience Research Center (CRNL), Experiential Neuroscience and Mental Training Team, INSERM U1028—CNRS UMR5292, University of Lyon, Lyon, France
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14
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Hornburg CB, Borriello GA, Kung M, Lin J, Litkowski E, Cosso J, Ellis A, King Y, Zippert E, Cabrera NJ, Davis-Kean P, Eason SH, Hart SA, Iruka IU, LeFevre JA, Simms V, Susperreguy MI, Cahoon A, Chan WWL, Cheung SK, Coppola M, De Smedt B, Elliott L, Estévez-Pérez N, Gallagher-Mitchell T, Gardner-Neblett N, Gilmore C, Leyva D, Maloney EA, Manolitsis G, Melzi G, Mutaf-Yıldız B, Nelson G, Niklas F, Pan Y, Ramani GB, Skwarchuk SL, Sonnenschein S, Purpura DJ. Next Directions in Measurement of the Home Mathematics Environment: An International and Interdisciplinary Perspective. JOURNAL OF NUMERICAL COGNITION 2021; 7:195-220. [PMID: 34778511 PMCID: PMC8589301 DOI: 10.5964/jnc.6143] [Citation(s) in RCA: 27] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
This article synthesizes findings from an international virtual conference, funded by the National Science Foundation (NSF), focused on the home mathematics environment (HME). In light of inconsistencies and gaps in research investigating relations between the HME and children's outcomes, the purpose of the conference was to discuss actionable steps and considerations for future work. The conference was composed of international researchers with a wide range of expertise and backgrounds. Presentations and discussions during the conference centered broadly on the need to better operationalize and measure the HME as a construct - focusing on issues related to child, family, and community factors, country and cultural factors, and the cognitive and affective characteristics of caregivers and children. Results of the conference and a subsequent writing workshop include a synthesis of core questions and key considerations for the field of research on the HME. Findings highlight the need for the field at large to use multi-method measurement approaches to capture nuances in the HME, and to do so with increased international and interdisciplinary collaboration, open science practices, and communication among scholars.
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Affiliation(s)
| | | | | | - Joyce Lin
- California State University, Fullerton
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15
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Bradley RH. Climbing Mountains and Avoiding Slippery Slopes: Challenges in Constructing Measures of Children's Environments. J Dev Behav Pediatr 2021; 42:411-414. [PMID: 33675296 DOI: 10.1097/dbp.0000000000000934] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/01/2020] [Accepted: 01/01/2021] [Indexed: 11/25/2022]
Abstract
ABSTRACT Constructing valid, useful measures of children's environments is critical for advancing knowledge about relations between environmental conditions and child well-being. The approach to constructing useful measures of children's environments varies somewhat from the approach needed to construct valid, useful measures of children's personal characteristics. The commentary includes a review of literature on the distinction between reflective indicators and causal/formative indicators because it applies to the construction of measures of human environments. It also offers suggestions on how to select indicators for inclusion in measures of the environment and how to select assessments of child outcomes for validating measures of children's environments.
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Affiliation(s)
- Robert H Bradley
- Center for Child and Family Success, Arizona State University, Tempe, AZ
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Bachman HJ, Elliott L, Duong S, Betancur L, Navarro MG, Votruba-Drzal E, Libertus M. Triangulating multi-method assessments of parental support for early math skills. FRONTIERS IN EDUCATION 2020; 5:589514. [PMID: 33860149 PMCID: PMC8046029 DOI: 10.3389/feduc.2020.589514] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Past research has examined parental support for math during early childhood using parent-report surveys and observational measures of math talk. However, since most studies only present findings from one of these methods, the construct (parental support for early math) and the method are inextricably linked, and we know little about whether these methods provide similar or unique information about children's exposure to math concepts. This study directly addresses the mono-operation bias operating in past research by collecting and comparing multiple measures of support for number and spatial skills, including math talk during semi-structured observations of parent-child interactions, parent reports on a home math activities questionnaire, and time diaries. Findings from 128 parents of 4-year-old children reveal substantial within-measure variability across all three data sources in the frequency of number and spatial activities and the type and content of parent talk about number and spatial concepts. Convergence in parental math support measures was evident among parent reports from the questionnaire and time diaries, such that scale composites about monthly number activities were related to number activities on the previous work day, and monthly spatial activities were correlated with spatial activities the prior non-work days. However, few parent report measures from the survey or time diary were significantly correlated with observed quantity or type of math talk in the semi-structured observations. Future research implications of these findings are discussed.
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Affiliation(s)
- Heather J. Bachman
- Department of Health and Human Development and the Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States
| | - Leanne Elliott
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States
| | - Shirley Duong
- Department of Psychology and the Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States
| | - Laura Betancur
- Department of Psychology and the Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States
| | - Monica G. Navarro
- Department of Health and Human Development and the Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States
| | - Elizabeth Votruba-Drzal
- Department of Psychology and the Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States
| | - Melissa Libertus
- Department of Psychology and the Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States
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