American and Chinese parental involvement in young children's mathematics learning

Pan, Yingqiu; Gauvain, Mary; Liu, Zhengkui; Li, Cheng

doi:10.1016/j.cogdev.2005.08.001

Cited by 87 publications

(66 citation statements)

References 21 publications

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“…Consistent with previous research (Blevins-Knabe and Musun-Miller 1996;LeFevre et al 2002LeFevre et al , 2009c, parents have a personal bias toward language arts activities, and they report spending more time on literacy than numeracy outcomes. The findings also replicate a growing body of research suggesting that numeracy scores are predicted by parents' mathematics attitudes and experiences (Blevins-Knabe et al 2000), and home numeracy exposure (Huntsinger et al 2000;LeFevre et al 2002LeFevre et al , 2009bPan et al 2006), as early as preschool (Blevins-Knabe and Musun-Miller 1996;Aunio et al 2008). Diary descriptions and laboratory observations confirmed that parents are generally capable of introducing numerical content; but despite clear instructions to incorporate numeracy content, there was a large amount of time (i.e., 25%) where no numeracy content was coded.…”

Section: Discussionsupporting

confidence: 76%

“…Researchers have concluded that exposure to numeracy concepts (including number sense concepts) at home is important (Blevins-Knabe and Musun-Miller 1996;Huntsinger et al 2000;LeFevre et al 2009bLeFevre et al , c, 2002Pan et al 2006). In home numeracy studies, parent questionnaire or interview data have been used to demonstrate retrospectively through self-report methods that involvement in mathematical-type activities is related to scores on mathematical achievement tests (Blevins-Knabe and MusunMiller 1996;Huntsinger et al 2000).…”

Section: Introductionmentioning

confidence: 98%

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How Do Parents Support Preschoolers’ Numeracy Learning Experiences at Home?

Skwarchuk

2009

Early Childhood Educ J

181

119

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This study described the kinds of early numeracy experiences that parents provide for their preschoolers, and determined the extent to which parental experiences and involvement in home activities enhanced preschoolers' numeracy knowledge. Twenty-five parents completed a home activity questionnaire, a 2-week diary study, and a videotaped play session where they were asked to draw out numerical content. Preschoolers' numeracy scores were predicted by: (1) parental reports of positive personal experiences with mathematics and (2) involvement in activities with complex (versus basic) numeracy goals. Parents felt that most activities had important or essential mathematical value, but focused on number sense goals. Finally, parents who reportedly spent more time on numeracy tasks received high quality interaction ratings in the videotaped sessions; but these variables did not predict numeracy scores. The findings are discussed in terms of educating parents about incorporating numeracy concepts.

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Section: Discussionsupporting

confidence: 76%

Section: Introductionmentioning

confidence: 98%

How Do Parents Support Preschoolers’ Numeracy Learning Experiences at Home?

Skwarchuk

2009

Early Childhood Educ J

181

119

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“…Materials at home were either not defined as part of the home literacy environment, or did not predict achievement in a model that also included parent's expectations and activities. Comparable results were found for parents' numeracy expectations as well as parent-child numeracy activities in predicting numeracy skills (e.g., Huntsinger et al, 2000;Kleemans et al, 2012;Kleemans, Segers, & Verhoeven, 2013;LeFevre, Clarke, & Stringer, 2002;LeFevre, Polyzoi, Skwarchuk, Fast, & Sowinski, 2010;Pan, Gauvain, Liu, & Cheng, 2006). Only the studies from Blevins-Knabe and colleagues reported no effect of home numeracy activities on early numeracy skills (Blevins-Knabe, Berghout, MusunMiller, Eddy, & Jones, 2000) or even a negative correlation (Blevins-Knabe & Musun-Miller, 1996).…”

Section: Role Of Home Environment In Early Numeracy Skillsmentioning

confidence: 71%

Role of Parent Literacy and Numeracy Expectations and Activities in Predicting Early Numeracy Skills

Segers¹,

Kleemans²,

Verhoeven³

2015

Mathematical Thinking and Learning

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The home numeracy environment (i.e., parents' numeracy expectations and activities), is related to early numeracy in young children. As recent studies have shown that both cognitive and linguistic factors play an important role in predicting numeracy development, it may be assumed that rather than the home numeracy environment, the home literacy environment predicts early numeracy. The present study examined this hypothesis by focusing on the specificity of the home numeracy environment. In a sample of 60 kindergartners, we assessed cognitive (nonverbal reasoning, working memory) and linguistic abilities (phonological awareness, grammatical skills), as well as early numeracy skills, while exploring their home literacy environment and home numeracy environment from parent questionnaires. We found that home numeracy environment predicted early numeracy skills, after controlling for child factors and home literacy environment. The home numeracy environment can be seen as a unique factor in the home environment in predicting numeracy outcomes.

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“…Other research has studied parental mediation (i.e., strategies and instructional techniques) during the preschool years, but has not focused on assistance in representing quantities or objects in written form (Benigno & Ellis, 2004;Bjorklund et al, 2004;Pan et al, 2006). This study examined the role of parents' mediation, talk about writing, and reminiscing style in relation to preschool children's understanding of the functions of print.…”

Section: Resultsmentioning

confidence: 99%

“…Also, mothers who provided comments and helped interpreting and using a pictorial plan to construct a toy had children with greater anticipatory use of plans in a post-test task (Gauvain, de la Ossa, & Hurtado-Ortiz, 2001). In a math task of ratios and proportions, children benefited more from mothers who talked about the specific mathematical content involved in the task (i.e., maternal statements about ratios or proportions) (Pan, Gauvain, Liu, & Cheng, 2006). The mentioned studies have demonstrated parents' talk in interaction with their children influenced children's understanding of external representations.…”

mentioning

confidence: 98%

Parents’ talk and early literacy in preschool children

Dabiri

2018

JEFL

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In this research, children's early understanding of the functions of print and parents' mediation, talk about the purpose of writing, and their elaborative reminiscing talk was investigated in Persian preschoolers. The study was a mixed-method type of research. Preschool children (seventeen girls and thirteen boys) and their mothers participated in the study. In order to obtain data, they were involved in a task game (a grocery-list task) obtained from the experts and they discussed a past event together. Analyses of the obtained data revealed that children with better notating skills had parents who provided more assistance when notating and used more elaborative talk, but did not talk more about the purpose of writing. The results suggested that in pre-school years, what parents did and said may play a role in children's symbolic, numeracy, and literacy development, although it did not relate to children's mastery of the conventions of print. Finding this continuity is important because it helps researchers revise and bridge theories about parenting and children's early literacy and numeracy and symbolic development. Keywords: early literacy, prescholers, notating skillsHow to cite this paper: Dabiri, A. (2018

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American and Chinese parental involvement in young children's mathematics learning

Cited by 87 publications

References 21 publications

How Do Parents Support Preschoolers’ Numeracy Learning Experiences at Home?

How Do Parents Support Preschoolers’ Numeracy Learning Experiences at Home?

Role of Parent Literacy and Numeracy Expectations and Activities in Predicting Early Numeracy Skills

Parents’ talk and early literacy in preschool children

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