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Scheibe DA, Wyatt L, Fitzsimmons CJ, Mielicki MK, Schiller LK, Thompson CA. Impacts of number lines and circle visual displays on caregivers' fraction understanding. J Exp Child Psychol 2024; 246:105983. [PMID: 38909523 DOI: 10.1016/j.jecp.2024.105983] [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: 09/20/2023] [Revised: 05/01/2024] [Accepted: 05/03/2024] [Indexed: 06/25/2024]
Abstract
Playful fraction picture books, together with math instructional content called "back matter," may promote fraction learning, which is crucial because fractions are difficult and often disliked content. However, open questions remain regarding how different types of back matter may affect caregivers' ability to use fraction picture books as a teaching tool. The current study offers a novel investigation into how back matter affects caregivers' (N = 160) fraction understanding (i.e., equivalence and arithmetic) and subjective beliefs about math using a pretest/posttest design. We contrasted existing back matter text with research-informed back matter text crossed with either circle area or number line visual displays. Caregivers' performance improved from pretest to posttest in the Researcher-Generated + Circles condition (fraction equivalence) and in the Existing + Circles, Researcher-Generated + Circles, and Researcher-Generated + Number Lines conditions (fraction arithmetic). In addition, caregivers were aware of their learning; they predicted improvements in their fraction arithmetic performance over time. These findings suggest that brief interventions, such as back matter in children's picture books, may improve adults' fraction understanding.
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Affiliation(s)
- Daniel A Scheibe
- Department of Psychological Sciences, Kent State University, Kent, OH 44240, USA.
| | - Lauren Wyatt
- Department of Psychological Sciences, Kent State University, Kent, OH 44240, USA
| | | | - Marta K Mielicki
- Psychological Sciences, Rutgers University, New Brunswick, NJ 08901, USA; SRI International, Menlo Park, CA 94025, USA
| | | | - Clarissa A Thompson
- Department of Psychological Sciences, Kent State University, Kent, OH 44240, USA
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Cheung SK, Chan WWL, Fong RWT. Mechanisms underlying the relations between parents' perfectionistic tendencies and young children's mathematical abilities. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2024; 94:700-716. [PMID: 38480509 DOI: 10.1111/bjep.12673] [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: 05/13/2023] [Revised: 11/28/2023] [Accepted: 02/09/2024] [Indexed: 08/09/2024]
Abstract
BACKGROUND Parents' high academic expectations are positively associated with young children's mathematical abilities. However, minimal attention has been devoted to whether, and how, different ways of conveying the performance targets would result in different outcomes. AIMS The current study investigated whether and how parents' perfectionistic strivings and concerns were associated with young children's mathematical abilities through home mathematical activities, children's approach motivation to learn mathematics, and children's avoidance motivation to learn mathematics. SAMPLE Participants included 211 kindergarteners in Hong Kong and their parents. METHODS Data were collected through individual child tests and parent questionnaires. RESULTS Structural equation modelling revealed that parents' perfectionistic strivings had a direct positive link with children's mathematical abilities, an indirect link via approach motivation to learn mathematics, and an indirect link via home mathematical activities, and then approach motivation. Parents' perfectionistic concerns had a direct negative link with children's mathematical abilities, an indirect link via approach motivation to learn mathematics, and an indirect link via avoidance motivation to learn mathematics. CONCLUSIONS Early childhood practitioners are recommended to raise parents' awareness of how to communicate high-performance targets to children in a constructive manner.
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Affiliation(s)
- Sum Kwing Cheung
- Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong, China
| | - Winnie Wai Lan Chan
- Department of Special Education and Counselling, The Education University of Hong Kong, Hong Kong, China
| | - Ricci Wai-Tsz Fong
- Department of Curriculum and Instruction, The Education University of Hong Kong, Hong Kong, China
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3
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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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Charitaki G, Alevriadou A. Young children with intellectual disabilities and their mathematical attainments: Do parents' attitudes toward mathematics, home numeracy, and literacy practices matter? JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2024:17446295241254625. [PMID: 38758371 DOI: 10.1177/17446295241254625] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/18/2024]
Abstract
This study explored potential factors of numeracy acquisition in young children with intellectual disabilities (IDs). Those factors are determined to assess parents' academic expectations and home practices that they use with their children daily. The sample consisted of 187 Greek-speaking couples, comprising a total number of 374 parents. All of them had a child with mild IDs aged between 4 and 7 years old. Since Greece is placed among European countries with the lowest median disposable income it is significant to assess the potential effects of each family's socioeconomic status. We employed structural equation modeling to identify potential factors affecting a child's with IDs numeracy outcomes. Analysis of moments structures (AMOS) revealed that there is a good fit for the suggested second-order structural equation model. Results are discussed regarding their practical implications.
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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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Simmons FR, Soto-Calvo E, Adams AM, Francis HN, Patel H, Hartley C. Longitudinal associations between parental mathematics anxiety and attitudes and young children's mathematics attainment. J Exp Child Psychol 2024; 238:105779. [PMID: 37783015 DOI: 10.1016/j.jecp.2023.105779] [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: 04/21/2022] [Revised: 08/25/2023] [Accepted: 08/29/2023] [Indexed: 10/04/2023]
Abstract
The associations between parental mathematics anxiety and attitudes and children's mathematics attainment in early primary school were explored. Initially, parents of preschool children (Mage = 3;11 [years;months]) completed a questionnaire indexing parental mathematics anxiety and attitudes and the frequency of preschool home number experiences. The children completed mathematics assessments in their first year (n = 231, Mage = 5;2) and second year (n = 119, Mage = 6;3) of schooling and a mathematics anxiety questionnaire in their third year of schooling (n = 119, Mage = 6;7). A questionnaire indexing the frequency of primary school home number experiences was completed by 119 of the parents in their children's second year of schooling (Mage = 6;0). All indices of parental mathematics anxiety and attitudes predicted children's mathematics attainment in their first school year. These associations were independent of parental mathematics attainment and were not mediated by the frequency of preschool home number experiences. Furthermore, the positive association between preschool home number experiences and children's mathematics attainment was not weaker in the context of high parental mathematics anxiety or negative parental mathematics attitudes. One index of parental mathematics attitudes predicted children's mathematics attainment in their second school year, but this association was not significant when prior attainment was controlled. There was a stronger association between maternal mathematics anxiety and girls' attainment versus boys' attainment. Parental mathematics anxiety did not predict children's mathematics anxiety. The findings suggest that children whose parents have high mathematics anxiety or negative mathematics attitudes are more likely to have lower mathematics attainment in their first year of school. However, the mechanism underpinning this association is not yet established.
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Affiliation(s)
- Fiona R Simmons
- School of Psychology, Liverpool John Moores University, Liverpool L3 3AF, UK.
| | - Elena Soto-Calvo
- School of Psychology, Liverpool John Moores University, Liverpool L3 3AF, UK
| | - Anne-Marie Adams
- School of Psychology, Liverpool John Moores University, Liverpool L3 3AF, UK
| | - Hannah N Francis
- School of Psychology, Liverpool John Moores University, Liverpool L3 3AF, UK
| | - Hannah Patel
- School of Psychology, Liverpool John Moores University, Liverpool L3 3AF, UK
| | - Courtney Hartley
- School of Psychology, Liverpool John Moores University, Liverpool L3 3AF, UK
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Ellis A, Cosso J, Duncan RJ, Susperreguy MI, Simms V, Purpura DJ. International comparisons of the home mathematics environment and relations with children's mathematical achievement. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2023; 93:1171-1187. [PMID: 37452611 DOI: 10.1111/bjep.12625] [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: 03/18/2022] [Revised: 03/10/2023] [Accepted: 05/20/2023] [Indexed: 07/18/2023]
Abstract
BACKGROUND Home mathematics environment (HME) research has focused on parent-child interactions surrounding numerical activities as measured by the frequency of engaging in such activities. However, HME survey questions have been developed from limited perspectives (e.g., Early Childhood Research Quarterly, 27, 2012, 231; Journal of Social Issues, 64, 2008, 95; Early childhood mathematics education research: Learning trajectories for young children, Routledge, New York, 2009), by researchers from a small subset of countries (15; Psychological Bulletin, 147, 2020, 565), which may skew our interpretations. AIMS AND SAMPLE This study broadened international representation by leveraging secondary data from the 2019 TIMSS to examine the variation of the frequency and reliability of the HME scale and its relation to children's mathematical achievement. Across 54 countries, 231,138 parents and children (Mage = 10.22 years; 51% male) participated in the larger study. METHODS Parents completed a retrospective home environment survey and children were assessed on mathematics skills. Basic frequency descriptive statistics, Cronbach's alpha reliability coefficients, and Pearson's r correlation coefficients were used to assess variability across countries. RESULTS Findings suggested that families in certain countries engaged in home mathematics activities more frequently than families in other countries; however, the HME scale demonstrated acceptable internal consistency across families in all countries (M α = .79; range = [.73, .89]). Further, the average relation between HME and mathematical achievement was r = .15 with a range between r = .02 to r = .41. CONCLUSION Our results indicate substantial variation across countries in the HME-mathematical achievement association. These findings underscore the importance of international representation in advancing research on the diversity of a child's home environment.
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Affiliation(s)
- Alexa Ellis
- Human Development and Family Studies, The University of Alabama, Tuscaloosa, Alabama, USA
| | - Jimena Cosso
- Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, University Park, Pennsylvania, USA
| | - Robert J Duncan
- Human Development and Family Science, Purdue University, West Lafayette, Indiana, USA
| | - María Inés Susperreguy
- Facultad de Educación, Pontificia Universidad Católica de Chile, Santiago, Chile
- Millennium Nucleus for the Study of the Development of Early Math Skills (MEMAT), Santiago, Chile
| | | | - David J Purpura
- Human Development and Family Science, Purdue University, West Lafayette, Indiana, USA
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8
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Gashaj V, Thaqi Q, Mast FW, Roebers CM. Foundations for future math achievement: Early numeracy, home learning environment, and the absence of math anxiety. Trends Neurosci Educ 2023; 33:100217. [PMID: 38049291 DOI: 10.1016/j.tine.2023.100217] [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: 09/06/2023] [Revised: 10/13/2023] [Accepted: 10/14/2023] [Indexed: 12/06/2023]
Abstract
BACKGROUND Mathematics achievement is pivotal in shaping children's future prospects. Cognitive skills (numeracy), feelings (anxiety), and the social environment (home learning environment) influence early math development. METHOD A longitudinal study involved 85 children (mean age T1 = 6.4 years; T2 = 7.9) to explore these predictors holistically. Data were collected on early numeracy skills, home learning environment, math anxiety, and their impact on various aspects of math. RESULTS The study found that early numeracy skills, home learning environment, and math anxiety significantly influenced math school achievement. However, they affected written computation, sequences, and comparisons differently. Early numeracy skills strongly predicted overall achievement and comparison subtest performance. CONCLUSION These findings underscore the substantial role of math anxiety and home learning environment in children's math achievement. The study emphasizes the need to consider the selective impacts of these factors in future research, shedding light on the multifaceted nature of mathematics achievement determinants.
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Affiliation(s)
- Venera Gashaj
- Centre for Early Mathematics Learning, School of Science, Loughborough University, Loughborough, UK.
| | - Qendresa Thaqi
- Institute for Implementation Science in Health Care, University of Zurich, Zurich, Switzerland
| | - Fred W Mast
- Department of Psychology, University of Bern, Bern, Switzerland
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9
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Hannula-Sormunen M, Batchelor S, Torbeyns J, Simms V, Nanu C, Laakkonen E, De Smedt B. Age group differences in SFON tendency and arithmetical skills of four to seven year olds in four countries with different school starting ages. COGNITIVE DEVELOPMENT 2023. [DOI: 10.1016/j.cogdev.2023.101296] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/27/2023]
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10
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Silver AM, Chen Y, Smith DK, Tamis-LeMonda CS, Cabrera N, Libertus ME. Mothers’ and fathers’ engagement in math activities with their toddler sons and daughters: The moderating role of parental math beliefs. Front Psychol 2023; 14:1124056. [PMID: 36993892 PMCID: PMC10040787 DOI: 10.3389/fpsyg.2023.1124056] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2022] [Accepted: 02/14/2023] [Indexed: 03/14/2023] Open
Abstract
Parents’ beliefs about the importance of math predicts their math engagement with their children. However, most work focuses on mothers’ math engagement with preschool- and school-aged children, leaving gaps in knowledge about fathers and the experiences of toddlers. We examined differences in mothers’ and fathers’ (N = 94) engagement in math- and non-math activities with their two-year-old girls and boys. Parents reported their beliefs about the importance of math and literacy for young children and their frequency of home learning activities. Parents of sons did not differ in their engagement in math activities from parents of daughters. Mothers reported engaging more frequently in math activities with their toddlers than fathers did, but the difference reduced when parents endorsed stronger beliefs about the importance of math for children. Even at very early ages, children experience vastly different opportunities to learn math in the home, with math-related experiences being shaped by both parent gender and parents’ beliefs.
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Affiliation(s)
- Alex M. Silver
- Department of Psychology, Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States
- *Correspondence: Alex M. Silver,
| | - Yu Chen
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, United States
| | - Darcy K. Smith
- Department of Psychology, Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States
| | - Catherine S. Tamis-LeMonda
- Department of Applied Psychology, Steinhardt School of Culture, Education and Human Development, New York University, New York, NY, United States
| | - Natasha Cabrera
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, United States
| | - Melissa E. Libertus
- Department of Psychology, Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States
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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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Affiliation(s)
- Andrew Ribner
- University of Pittsburgh, Pittsburgh, Pennsylvania, USA
| | - Alex M Silver
- University of Pittsburgh, Pittsburgh, Pennsylvania, USA
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12
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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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Niklas F, Ogrissek L, Lehrl S, Grolig L, Berner VD. Mathematikspiele in der Familie. DIAGNOSTICA 2023. [DOI: 10.1026/0012-1924/a000310] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2023]
Abstract
Zusammenfassung. Mathematische Aktivitäten im Familienkontext hängen mit frühen mathematischen Kompetenzen zusammen. Die Erfassung der Home Numeracy Environment (HNE) mittels Fragebögen birgt aber die Gefahr der sozial erwünschten Beantwortung. Diese Studie stellt den mathematischen Titelrekognitionstest für das Kindergartenalter (TRT-Mathe-K) vor, durch den sozial erwünschtes Antwortverhalten begrenzt wird. In einer Pilotstudie mit N = 76 Eltern wurde eine Liste von 87 mathematischen und nicht-mathematischen Kinderspielen hinsichtlich ihrer Bekanntheit abgefragt. Die Berücksichtigung der Kinderspieltitel mit einer Trennschärfe > .2 führte zur Entwicklung zweier Parallelversionen des TRT-Mathe-K. In einer Studie mit N = 193 Familien wurden Kindergartenkinder hinsichtlich nonverbaler Intelligenz, Sprachfähigkeit und früher mathematischer Kompetenzen untersucht und zum familiären Hintergrund befragt. Der TRT-Mathe-K erwies sich als ein ökonomisches, reliables und valides Messinstrument für die Nutzung von mathematischen Kinderspielen in der HNE, das signifikant mit frühen mathematischen Kompetenzen korrelierte und diese auch unter Berücksichtigung von Kontrollvariablen vorhersagen konnte.
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Affiliation(s)
- Frank Niklas
- Ludwigs-Maximilians-Universität München, Deutschland
| | - Lena Ogrissek
- Julius-Maximilians-Universität Würzburg, Deutschland
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14
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DePascale M, Jaeggi SM, Ramani GB. The influence of home environmental factors on kindergarten children's addition strategy use. Front Psychol 2023; 13:1027431. [PMID: 36710765 PMCID: PMC9874121 DOI: 10.3389/fpsyg.2022.1027431] [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: 08/25/2022] [Accepted: 12/20/2022] [Indexed: 01/13/2023] Open
Abstract
Young children vary widely in their levels of math knowledge, their abilities to solve math problems, and the strategies they use to solve math problems. As much of later math builds on children's early understanding of basic math facts and problem-solving strategies, understanding influences on children's early problem solving is important. Few studies, however, have examined the home environment in relation to children's strategy use during arithmetic problems. We examined how both structural characteristics of children's home environments, such as socioeconomic status (SES), as well as the learning environment, such as engagement in math and literacy activities at home, related to their use of problem-solving strategies for numerical addition problems. Kindergarten children from diverse backgrounds completed a measure of addition problem solving and strategy use, including simple and complex numerical problems. Strategies were coded based on a combination of accuracy and strategy sophistication, with higher scores indicating problems solved correctly with more sophisticated strategies. Parents completed a home activities questionnaire, reporting the frequency with which they and their child had engaged in math and literacy activities at home over the past month. An exploratory factor analysis identified three components of the home activities - a basic activities factor, an advanced math activities factor, and a literacy activities factor. Findings indicated that SES related to children's strategy sophistication, and frequency of engaging in advanced math and literacy activities at home predicted strategy sophistication, however, engaging in activities at home did not moderate the relations between SES and strategy sophistication. This suggests that family engagement in activities at home may promote early arithmetic skills, and that the role of home environmental characteristics should be considered in children's arithmetic strategy use and performance over development.
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Affiliation(s)
- Mary DePascale
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, College Park, United States,*Correspondence: Mary DePascale, ✉
| | - Susanne M. Jaeggi
- School of Education, University of California, Irvine, Irvine, United States
| | - Geetha B. Ramani
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, College Park, United States
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15
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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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Niklas F, Birtwistle E, Wirth A, Schiele T, Mues A. App-based learning for kindergarten children at home (Learning4Kids): Study protocol for cohort 2 and the school assessments. BMC Pediatr 2022; 22:705. [PMID: 36494775 PMCID: PMC9733309 DOI: 10.1186/s12887-022-03737-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/17/2022] [Accepted: 11/05/2022] [Indexed: 12/13/2022] Open
Abstract
BACKGROUND Children's early literacy and mathematical competencies are very important predictors for their later success in school and their educational attainment in general. However, not all children are able to develop to their full potential and some are at risk of failing to reach sufficient competence levels. The project "App-based learning for kindergarten children at home" (Learning4Kids) is designed as a longitudinal intervention study that tests the potential impact of a computer tablet-based intervention for kindergarten children and their families before school entry. Here, the focus lies on both, potential short-term and long-term influences on children's competencies development in kindergarten and school. METHODS/DESIGN Learning4Kids uses a multi-method intervention approach and draws on expertise from different fields such as psychology, education, informatics, and didactics. It combines child test assessments with parental, educator, and teacher surveys and checklists, interviews as well as observations in the families to measure child competencies and their behaviour, and to assess family characteristics. The participating children and their families will be visited and assessed altogether seven times, starting in the second-last year of kindergarten until children are at the end of Grade 2. In cohort 1, 190 families participated in this project, whereas in cohort 2 another 310 families joined the Learning4Kids project. For the school assessments, standardized and curriculum-based tests will be used to assess children's mathematical and literacy competencies. In addition, cognitive and non-cognitive child abilities will be assessed. DISCUSSION Learning4Kids offers substantive advances for the scientific fields of psychology and education, and also provides implications for policy and practice in the long term. Improving young children's learning trajectories and analysing these trajectories from kindergarten to primary school is both a social and economic imperative as it contributes to greater individual success and thus to societal prosperity.
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Affiliation(s)
- Frank Niklas
- grid.5252.00000 0004 1936 973XDepartment of Psychology, Ludwig-Maximilians-University Munich (LMU), Leopoldstraße 13, 80802 Munich, Germany
| | - Efsun Birtwistle
- grid.5252.00000 0004 1936 973XDepartment of Psychology, Ludwig-Maximilians-University Munich (LMU), Leopoldstraße 13, 80802 Munich, Germany
| | - Astrid Wirth
- grid.5252.00000 0004 1936 973XDepartment of Psychology, Ludwig-Maximilians-University Munich (LMU), Leopoldstraße 13, 80802 Munich, Germany
| | - Tina Schiele
- grid.5252.00000 0004 1936 973XDepartment of Psychology, Ludwig-Maximilians-University Munich (LMU), Leopoldstraße 13, 80802 Munich, Germany
| | - Anna Mues
- grid.5252.00000 0004 1936 973XDepartment of Psychology, Ludwig-Maximilians-University Munich (LMU), Leopoldstraße 13, 80802 Munich, Germany
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17
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Guzmán B, Rodríguez C, Ferreira RA. Moderated-moderation effect of parents’ math anxiety and home numeracy activities on young children’s math performance-anxiety relationship. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102140] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
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18
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Eason SH, Scalise NR, Berkowitz T, Ramani GB, Levine SC. Widening the lens of family math engagement: A conceptual framework and systematic review. DEVELOPMENTAL REVIEW 2022. [DOI: 10.1016/j.dr.2022.101046] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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19
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Cheung SK, Chan WWL, Fong RWT. Parents’ perfectionistic tendencies and children’s early numeracy competence: the mediating roles of children’s executive functions and numeracy interest. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2022. [DOI: 10.1007/s10212-022-00640-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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20
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Elliott L, Votruba-Drzal E, Miller P, Libertus ME, Bachman HJ. Unpacking the Home Numeracy Environment: Examining Dimensions of Number Activities in Early Childhood. EARLY CHILDHOOD RESEARCH QUARTERLY 2022; 62:129-138. [PMID: 37786512 PMCID: PMC10544779 DOI: 10.1016/j.ecresq.2022.08.002] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/04/2023]
Abstract
A growing body of research has examined parents' practices to support their young children's number learning at home, i.e., the home numeracy environment. Many of these studies focus on formal and informal domains of numeracy activities, which are inconsistently defined and related to children's math learning. In this study, we explore dimensions of the home numeracy environment and examine their relations with children's math skills among a sample of four-year-old children and their parents over the course of one year. Parents reported on the frequency of 21 numeracy activities when children were four and five. Exploratory and confirmatory factor analyses revealed a two-factors solution: number-related play activities and use of educational materials with numbers. Frequency of play with numbers was positively related to children's ability to solve applied math problems at age five, controlling for prior number skills, child age, and socioeconomic status. In contrast, neither measure of the home numeracy environment predicted symbolic number knowledge or non-symbolic number sense when controlling for covariates. These findings underscore the need to differentiate between factors of the home numeracy environment and to develop clear theoretical definitions of these factors.
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21
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Relations between the Home Learning Environment and the Literacy and Mathematics Skills of Eight-Year-Old Canadian Children. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12080513] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/27/2023]
Abstract
The home learning environment includes parental activities, attitudes, affect, knowledge, and resources devoted to supporting children’s development, including literacy and mathematics skills. These factors are related to the academic performance of preschool children (aged 3 to 6 years), before formal schooling and possibly beyond. In the present research, we examined the home learning environment of Canadian families as reported by either the mother (n = 51) or father (n = 30) of their Grade 3 child (n = 81; Mage = 8.7 years; range 8 to 9 years of age). Importantly, mothers’ and fathers’ reports of the home learning environment for school children were similar. For literacy, parents’ knowledge of children’s books and attitudes toward literacy were related to children’s vocabulary skills; home literacy was not related to word reading skills. For mathematics, parents’ reports of the frequency of activities such as practicing arithmetic facts and their attitudes toward mathematics were related to children’s arithmetic fluency. Other aspects of the home learning environment (time spent helping with homework, parents’ math anxiety) were not related to children’s performance. These results suggest some continuity between home learning environments and academic skills after children’s transition to school.
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22
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Silver AM, Libertus ME. Environmental influences on mathematics performance in early childhood. NATURE REVIEWS PSYCHOLOGY 2022; 1:407-418. [PMID: 36330081 PMCID: PMC9624502 DOI: 10.1038/s44159-022-00061-z] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/15/2022] [Indexed: 06/16/2023]
Abstract
Math skills relate to lifelong career, health, and financial outcomes. Individuals' own cognitive abilities predict math performance and there is growing recognition that environmental influences including differences in culture and variability in math engagement also impact math skills. In this Review, we summarize evidence indicating that differences between languages, exposure to math-focused language, socioeconomic status, attitudes and beliefs about math, and engagement with math activities influence young children's math performance. These influences play out at the community and individual level. However, research on the role of these environmental influences for foundational number skills, including understanding of number words, is limited. Future research is needed to understand individual differences in the development of early emerging math skills such as number word skills, examining to what extent different types of environmental input are necessary and how children's cognitive abilities shape the impact of environmental input.
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Affiliation(s)
- Alex M. Silver
- Department of Psychology, University of Pittsburgh, Pittsburgh, PA, USA
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Trickett J, Batchelor S, Brittle B, Foulkes M, Pickering J, Slocombe F, Gilmore C. The role of parent-led and child-led home numeracy activities in early mathematical skills. COGNITIVE DEVELOPMENT 2022. [DOI: 10.1016/j.cogdev.2022.101189] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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24
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Cosso J, Purpura DJ, Maeda Y, Bofferding L. The home mathematics environment of dual-language learning children and their early mathematics skills. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1016/j.appdev.2022.101434] [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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25
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Leyva D, Yeomans-Maldonado G, Weiland C, Shapiro A. Latino kindergarteners' math growth, approaches to learning, and home numeracy practices. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1016/j.appdev.2022.101417] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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26
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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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Mues A, Wirth A, Birtwistle E, Niklas F. Associations Between Children’s Numeracy Competencies, Mothers’ and Fathers’ Mathematical Beliefs, and Numeracy Activities at Home. Front Psychol 2022; 13:835433. [PMID: 35496151 PMCID: PMC9048258 DOI: 10.3389/fpsyg.2022.835433] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2021] [Accepted: 03/11/2022] [Indexed: 11/13/2022] Open
Abstract
Children’s numeracy competencies are not only relevant for their academic achievement, but also later in life. The development of early numeracy competencies is influenced by children’s learning environment. Here, the home numeracy environment (HNE) and parent’s own beliefs about mathematics play an important role for children’s numeracy competencies. However, only a few studies explicitly tested these associations separately for mothers and fathers. In our study, we assessed mothers’ and fathers’ mathematical gender stereotypes, self-efficacy and their beliefs on the importance of mathematical activities at home, and tested their associations with parents’ numeracy activities and children’s numeracy competencies in a sample of N = 160 children (n = 80 girls) with an average age of M = 59.15 months (SD = 4.05). Both, fathers and mothers regarded boys as being more competent in mathematics than girls. Fathers when compared to mothers reported a greater mathematical self-efficacy. Further, only mothers’ self-efficacy was associated with the frequency of numeracy activities with the study child. In contrast, only fathers’ beliefs on the importance of mathematics was associated with their numeracy activities which, in turn, predicted children’s numeracy competencies. However, the non-invariant constructs and varying results lead to the question whether a revision of existing scales assessing parental beliefs and home numeracy activities is needed to investigate differences of mothers and fathers and their potential associations with children’s numeracy outcomes.
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Abstract
Recent meta-analyses have demonstrated a significant association between children’s early math achievement and their experiences with math at home, including their caregivers’ talk about math. However, few studies have investigated the relations between caregiver math talk and children’s learning with experimental designs. Eighty-six children (M = 5.0 years) and their caregivers were randomly assigned to play either a numeracy or a shape card game at home for six weeks. Data were collected on children’s number and shape knowledge and families’ math talk during gameplay. There was substantial participant attrition (42% did not return completed materials), however, both an intent-to-treat analysis of the sample that received study materials and a subgroup analysis of study completers showed that children who played the shape game significantly improved their shape naming and matching skills relative to children who played the number game. Children who played the number game did not significantly improve their numerical skills relative to children who played the shape game. Mathematical talk during gameplay varied between families but was correlated over time within families. Caregivers’ and children’s talk about matching cards by shape or color predicted children’s learning from the shape game. The results suggest that despite receiving uniform instructions and materials, there was significant variability in children’s home math experiences that predicted their learning from the card game.
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Cross-Cultural Comparisons of Home Numeracy and Literacy Environments: Canada, Mexico, and Chile. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12020062] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
Abstract
Home numeracy and literacy environments are related to the development of children’s early academic skills. However, the home learning environments of preschool children have been mainly explored with children from North America, Europe, and Asia. In this study we assessed the home numeracy and literacy environments of three-to-five-year-old children from Mexico (n = 54) and Chile (n = 41) and compared the patterns of results to those of children from Canada (n = 42). Parents completed a questionnaire about their expectations for children’s academic performance prior to Grade 1 and the home numeracy and literacy activities they provide for their children. To analyze differences among countries in the home learning environments, we performed mixed and one-way ANOVAs (Analysis of Variance), followed-up by post-hoc comparisons. Mexican parents had higher expectations for children’s early skills than Chileans or Canadians. The frequency with which Mexican, Canadian, and Chilean parents reported home numeracy and literacy activities showed both similarities and differences. Our findings speak to the importance of developing culturally sensitive models of early home learning environments and illustrate the complexities of comparing home learning environments across countries.
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Parental (STEM) Occupations, the Home Numeracy Environment, and Kindergarten Children’s Numerical Competencies. EDUCATION SCIENCES 2021. [DOI: 10.3390/educsci11120819] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/17/2023]
Abstract
Children’s early numerical competencies are of great importance for later academic achievement. Young children gain these competencies in the context of the home numeracy environment (HNE). Additionally, child characteristics and families’ socioeconomic status (SES) are associated with children’s competencies. In this study, we investigated parents’ occupations (i.e., STEM or non-STEM occupation) as a specific aspect of the SES to understand whether parental occupations are associated with children’s numerical competencies and whether such an association may depend on the HNE. We analysed data from a sample of N = 190 children (Mage = 63.58 months; SD = 4.41) at two measurement points. Correlational analyses and crossed-lagged models were conducted to predict children’s numerical competencies by a global measure of the HNE and parental STEM vs. non-STEM occupations. We found significant associations between parents’ learned and current occupations and the HNE. Further, significant associations between parents’ learned occupations and children’s numerical competencies were observed. However, parents’ current occupations were not significantly associated with children’s numerical competencies. Consequently, more specific facets of the SES instead of a global measure seem to be associated with children’s numerical competencies. A greater focus on specific differences between family characteristics and their potential impact on children’s HNE and the development of their numerical competencies seems expedient.
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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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