How Can Parents Help Their Children Learn Math?

Ginsburg, Herbert P.; Duch, Helena; Ertle, Barbrina; Noble, Kimberly G.

doi:10.4324/9780203841495.ch4

Cited by 11 publications

(15 citation statements)

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“…Our findings suggest that physical home environment and cortical thickness were specifically related to reading achievement and not math achievement. This finding is intriguing in light of evidence that schools report it is easier to improve math scores than reading scores in disadvantaged students (Ginsburg, Duch, Ertle, & Noble, ); scholars in this area have speculated that math is learned almost entirely in school (such that schools can have a greater influence) whereas reading involves many aspects of home life that schools cannot address (so schools have smaller effects).…”

Section: Discussionmentioning

confidence: 99%

Physical home environment is associated with prefrontal cortical thickness in adolescents

Goldenberg

Tashjian

et al. 2019

Developmental Science

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Biologically embedded experiences alter developmental trajectories in ways that can influence health, learning, and/or behavior. These systematic differences in experiences may contribute to different biological outcomes as individuals grow and develop, including at the neural level. Previous studies of biologically embedded experiences on neurodevelopment have focused on large‐scale institutional or economic factors (e.g. socioeconomic status [SES]) and psychosocial factors (e.g. caregiving behavior). Less attention has focused on how the quality of the immediate home settings, such as the physical home environment (PHYS), influences neurodevelopment. Moreover, no study has investigated these effects in adolescents, who undergo significant physical maturation and neurodevelopment that may influence how they respond to their physical environments. The goal of the current study was to examine whether PHYS quality is biologically embedded in the developing adolescent brain as evidenced by cognitive achievement and cortical development in 56 (48% female) healthy adolescents (14–18 years (M = 16.83 years, SD = 1.17). Using in‐home assessments of the physical home environment, anatomical brain scans, and indices of academic achievement, we found that adolescents who have more physical problems in the home (e.g. structural hazards, crowding, excessive noise, poorly lit) have thinner prefrontal cortices, which was associated with lower levels of reading achievement, independent of SES and psychosocial factors. By conducting home visits to assess physical characteristics of adolescents’ home, we highlight a typically overlooked aspect of the home environment that has relevance for adolescents’ cognitive and brain development.

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Section: Discussionmentioning

confidence: 99%

Physical home environment is associated with prefrontal cortical thickness in adolescents

Goldenberg

Tashjian

et al. 2019

Developmental Science

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“…First, future studies should include alternative methods of data collection, such as interviews ( Cahoon et al, 2017 ; Galindo et al, 2019 ), to understand differences in the experiences of children in low- versus high-SES families. These studies would help delineate the nature of parents’ academic expectations, identify variation in the quality of the activities, and therefore increase our understanding of the ways in which parents’ home activities are linked to children’s early mathematical skills in diverse SES groups ( Ginsburg et al, 2012 ). Second, the study was not longitudinal and thus does not allow us to test the direction of the associations between home learning environments and children’s outcomes.…”

Section: Discussionmentioning

confidence: 99%

Home Learning Environments of Children in Mexico in Relation to Socioeconomic Status

Susperreguy

Lira

et al. 2021

Front. Psychol.

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We explored the home learning environments of 173 Mexican preschool children (aged 3–6 years) in relation to their numeracy performance. Parents indicated the frequency of their formal home numeracy and literacy activities, and their academic expectations for children’s numeracy and literacy performance. Children completed measures of early numeracy skills. Mexican parent–child dyads from families with either high- or low-socioeconomic status (SES) participated. Low-SES parents (n = 99) reported higher numeracy expectations than high-SES parents (n = 74), but similar frequency of home numeracy activities. In contrast, high-SES parents reported higher frequency of literacy activities. Path analyses showed that operational (i.e., advanced) numeracy activities were positively related to children’s numeracy skills in the high- but not in the low-SES group. These findings improve the understanding of the role of the home environment in different contexts and provide some insights into the sources of the variable patterns of relations between home learning activities and children’s numeracy outcomes. They also suggest that SES is a critical factor to consider in research on children’s home numeracy experiences.

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“…Early childhood educators support mathematics learning during play when they make mathematical ideas explicit and encourage children to communicate their mathematical thinking. This requires educators to recognise, consolidate and extend the informal mathematics knowledge that children bring in diverse ways to their play (McCray, 2008), a requirement that may be challenging for early childhood educators with negative feelings about mathematics (Bates, Latham & Kim, 2013)-some of whom may have chosen to become early childhood educators on the assumption that they will not be required to teach mathematics (Ginsburg, Duch, Ertle & Noble, 2012;Lake & Kelly, 2014;McCray & Chen, 2011).…”

Section: Introductionmentioning

confidence: 99%

Between the Big Trees: A Project-based Approach to Investigating Shape and Spatial Thinking in a Kindergarten Program

Cohrssen

Quadros-Wander

Page

et al. 2017

Australasian Journal of Early Childhood

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SUPPORT FOR CHILDREN'S EMERGING mathematical thinking is a characteristic of high-quality early childhood education. Young children's spatial thinking, an important component of mathematical thinking, is both innate and influenced by experience. Since spatial thinking contributes to children's mathematical thinking, it is important for children to engage in activities that support this learning. Early childhood educators are calling for guidance in how to support children's mathematical thinking in the context of an informal curriculum. In this paper, we describe how a project-based approach to mathematics teaching and learning provided a range of opportunities for children to investigate and rehearse understandings of two- and three-dimensional (2D and 3D) shapes and spatial thinking within the context of a project that was of ‘real world’ interest to the children. By intentionally embedding multiple opportunities for children to explore shapes and spatial thinking in a sequence of core learning experiences and complementary experiences, educators provided children with opportunities to rehearse shape and spatial concepts and related language in differing ways. Opportunities for formative assessment of children's learning are also discussed.

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How Can Parents Help Their Children Learn Math?

Cited by 11 publications

References 0 publications

Physical home environment is associated with prefrontal cortical thickness in adolescents

Physical home environment is associated with prefrontal cortical thickness in adolescents

Home Learning Environments of Children in Mexico in Relation to Socioeconomic Status

Between the Big Trees: A Project-based Approach to Investigating Shape and Spatial Thinking in a Kindergarten Program

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