Differences in the complexity of math and literacy questions parents pose during storybook reading

Uscianowski, Colleen; Almeda, Ma. Victoria; Ginsburg, Herbert P.

doi:10.1016/j.ecresq.2018.07.003

Cited by 48 publications

(37 citation statements)

References 54 publications

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“…The math signs encouraged conversation about topics involving numbers and math, while the general language signs encouraged conversation about topics other than math (Figure ). On each sign, we included two types of prompts that differed according to the level of abstraction, or complexity, of the question (Blank, Rose, & Berlin, ; Uscianowski, Almeda, & Ginsburg, ). The first prompt in each of the signs was a lower‐level question that was designed to elicit more basic conversations (i.e., questions that could be answered with a single word or one sentence), while the second prompt was a higher‐level question that was designed to elicit more complex conversations (i.e., a longer explanation).…”

Section: Methodsmentioning

confidence: 99%

Promoting Math Talk in Adult–Child Interactions Through Grocery Store Signs

Hanner

Braham

Elliott

et al. 2019

Mind Brain and Education

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Young children have better math abilities when their parents engage in more math‐related conversations with them. Yet, previous studies have found that math talk occurs only very infrequently in everyday interactions. In the present study, we sought to promote adult–child conversations about math in a naturalistic context using minimal instructions. We observed 179 adult–child dyads while they shopped in grocery stores with signs prompting them to engage in math‐related conversations (math condition), signs prompting them to talk about other topics (general language condition), or without any signs (baseline condition). In the math condition, more adults talked about math compared to the general language or the baseline condition, and this finding could not be explained by demographic characteristics of the dyad or the overall amount of conversations. This study demonstrates that cost‐effective signs placed in everyday contexts can promote math‐related conversations and potentially provide math learning opportunities for children.

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Section: Methodsmentioning

confidence: 99%

Promoting Math Talk in Adult–Child Interactions Through Grocery Store Signs

Hanner

Braham

Elliott

et al. 2019

Mind Brain and Education

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show abstract

“…Other studies examining parent math anxiety and children's mathematics achievement have found nonsignificant or mixed results. Uscianowski et al 23 did not find that parents' math anxiety significantly predicted the complexity of number-related questions parents ask their preschoolers during book reading. For this study, parents rated their level of agreement on a 4-point scale to the following statement: "Doing everyday math, such as calculating the tip at a restaurant, makes me feel anxious."…”

Section: Parent Math Anxiety and Child Mathematics Skillsmentioning

confidence: 93%

“…The SIMA has been used to measure math anxiety in undergraduate students 8 , elementary school teachers 22 , and parents of preschool-aged children 23 . Thus, there appears to be broad acceptance of the idea that one item about general math anxiety provides an adequate measure of math anxiety.…”

Section: Measurement Of Math Anxietymentioning

confidence: 99%

“…Research on parents' math anxiety used different measures to assess parents' levels of anxiety (e.g., one item used by Uscianowski et al 23 ; and multiple items used by Silver et al 13 ) and treated it as a unidimensional construct. However, we found that variation in parents' responses to math anxiety items was best explained when we took context into account.…”

Section: Dimensionality Of Parents' Math Anxietymentioning

confidence: 99%

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Conceptualizing the Factor Structure of Parents’ Math Anxiety and Associations with Children’s Mathematics Skills

Cosso¹,

Ellis²,

O'Rear³

et al. 2021

Preprint

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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 parent 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 (M age = 4.20 years, SD = 0.71; 51% female). The best-fitting model of parents’ math anxiety was a bifactor model, suggesting 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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“…For instance, targeted analysis of text features may point to math books that are more conducive for increasing math talk quantity and quality, resembling existing work with early literacy skills (e.g., Dynia, Justice, Pentimonti, Piasta, & Kaderavek, 2013). Excitingly, recent work has begun to inspect math talk complexity as well (Uscianowski, Almeda, & Ginsburg, 2018). Future work should continue to examine kinds of math talk parents use to identify interaction strategies and extratextual dialogue that promote child outcomes.…”

Section: Comparison Phasementioning

confidence: 99%

Shared Book Reading to Promote Math Talk in Parent–Child Dyads in Low-Income Families

Hendrix

Hojnoski

Missall

2019

Topics in Early Childhood Special Education

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Young children vary in mathematical skill and knowledge with differences emerging prior to formal schooling (e.g., National Mathematics Advisory Panel, 2008). Children from lower income backgrounds and those with disabilities may especially be at a disadvantage for skill development (e.g., Hojnoski, Caskie, & Miller, 2017; National Mathematics Advisory Panel, 2008). This is evident in research showing that young children of low-income families fall on average 7 months behind their peers in their mathematical knowledge (Starkey, Klein, & Wakeley, 2004). Socioeconomic discrepancies, though not prevalent across all skills, consistently emerge with verbal and more advanced strategies related to counting, comparison, and patterning (e.g., Jordan, Huttenlocher, & Levine, 1994; Sarama & Clements, 2009). Variable exposure to mathematical language and concepts is evident across homes, with parents of middle-and high-income families observed to engage with their children in more complex ways, such as by referencing more sophisticated concepts (Levine, Gunderson, & Huttenlocher, 2011) and setting higher expectations for early learning (DeFlorio & Beliakoff, 2015). Home practices likely contribute to discrepancies in skill and knowledge as increased mathematical interactions between parents and children correspond with higher mathematical achievement (Berkowitz et al., 2015; Susperreguy & Davis-Kean, 2016). Given the importance of a strong foundation in early mathematics (e.g., Duncan et al., 2007) and the importance of the home numeracy environment in children's developing mathematical competencies (e.g., Kleemans, Peeters, Segers, & Verhoeven, 2012; Skwarchuk, Sowinski, & LeFevre, 2014), it is crucial to determine ways to foster numeracy interactions between parents and their children. Support of mathematical interactions can occur within home activities such as shared book reading. A large body of literature recognizes shared book reading as an effective means of increasing child vocabulary and other literacy skills (see Towson, Fettig, Fleury, & Abarca, 2017), though its application to mathematical knowledge and skills has not been fully explored (e.g., Purpura, Napoli, Wehrspann, & Gold, 2017). Dialogic reading (DR) is a method of shared book reading (e.g., Whitehurst et al., 1988) involving mnemonics that aid adults in using general interaction strategies (prompting, evaluating, expanding, and repeating; PEER) 831762T ECXXX10.

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Differences in the complexity of math and literacy questions parents pose during storybook reading

Cited by 48 publications

References 54 publications

Promoting Math Talk in Adult–Child Interactions Through Grocery Store Signs

Promoting Math Talk in Adult–Child Interactions Through Grocery Store Signs

Conceptualizing the Factor Structure of Parents’ Math Anxiety and Associations with Children’s Mathematics Skills

Shared Book Reading to Promote Math Talk in Parent–Child Dyads in Low-Income Families

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