Family math engagement with young Latine children in the United States

Abstract

Young children's early math experiences are culturally situated, occurring in the context of everyday family interactions and routines. Yet, we know little about the math experiences in culturally and linguistically minoritized families, including those from Latine communities. In this article, we provide the first review of research on family math in the homes of young Latine children in the United States. We identify shared patterns and inconsistencies across studies on family math cognitions and math practices, and their relations with children's outcomes. We argue for the need to use a sociocultural lens to examine and understand family math, and offer recommendations that center families' experiences to generate foundational knowledge, capture within‐group variation, and use more flexible and culturally relevant measures.