Role of home mathematics activities and mothers’ maths talk in predicting children’s maths talk and early maths skills

Oğul, İrem Gürgah; Arnas, Yaşare Aktaş

doi:10.1080/1350293x.2020.1858128

Cited by 5 publications

(7 citation statements)

References 66 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Therefore, the math materials offered to children at home and the math activities that parents engage with their children are seen as a source of children's mathematical input. The rich environment provided for children is decisive for the math skills that children will have (Gürgah Oğul & Aktaş Arnas, 2020).…”

Section: Discussionmentioning

confidence: 99%

Understanding Home Math Environments and Math Talks of Children with Low and Middle Socioeconomic Status

Oğul¹,

Arnas

2022

Participatory Educational Research

Self Cite

View full text Add to dashboard Cite

The early experiences of children play an important role in their mathematical skills. The purpose of this study is to explore home math environment and math talks of preschool children with low and middle socioeconomic status (SES) in their daily life. The participants of the study consisted of 14 children (45-76 months) with low and middle SES and their parents. The home math environments of the children were examined based on the materials at home and the home math activities with their parents. In addition, the natural conversations of children with their parents were recorded and their math talks were analyzed. The findings showed that the number of materials that support mathematics learning in the children's homes with low SES children is less than children's with middle SES. The homes of children with low and middle SES parents' home math activities diversified in terms of the frequency and the types. In addition, parents and their children produced math talks in various categories such as counting, classification, comparison, ordering, spatial perception, operation, measuring and one-to-one corresponding during daily conversations. In all categories, parent-child dyads with middle SES produced more math talks than those with low-SES. SES is an important factor that should be taken into account in parental support to children's math development.

show abstract

Section: Discussionmentioning

confidence: 99%

Understanding Home Math Environments and Math Talks of Children with Low and Middle Socioeconomic Status

Oğul¹,

Arnas

2022

Participatory Educational Research

Self Cite

View full text Add to dashboard Cite

show abstract

“…Bu dönemde çocukların matematik becerilerinin sınıfta desteklenmesinin yanı sıra evde de desteklenmesi gerektiği vurgulanmıştır (Starkey vd., 2004). Ebeveynlerin, çocuklarının matematik etkinliklerine katılımlarının çocukların matematik becerilerini geliştirdiği yapılan çeşitli çalışmalarla desteklenmektedir (Akıncı-Coşgun, 2018;Anders vd., 2012;Begum, 2007;Daucourt vd., 2021;DeFlorio, 2011;Güleç & İvrendi, 2017;Günay-Bilaloğlu, 2014;Gürgah Oğul & Aktaş Arnas, 2021;Huntsinger vd., 2016;İrkörücü, 2006;Kleemans vd., 2012;LeFevre vd., 2009;Linnell & Fluck, 2001;Manolitsis vd., 2013;Melhuish vd., 2008;Niklas & Schneider, 2014;Purpura vd.,2020;Rodriguez & Tamis-LeMonda, 2011;Skwarchuk, 2009;Starkey & Klein, 2000;Starkey vd., 2004;Susperreguy vd., 2020). Dolayısıyla, ebeveynlerin çocukların matematik etkinliklerine katılımları son derece önemlidir.…”

Section: Tartişma Ve Sonuçunclassified

“…Araştırmalar ebeveynlerin evde çocuklara sağladıkları matematik deneyimlerinin ve matematik etkinliklerine katılımlarının önemini destekler nitelikte bulgular sunmaktadır ve söz konusu bu araştırmalarda ebeveynlerin çocuklarıyla birlikte matematik etkinliklerine katılımlarının çocukların matematik kavram ve becerilerine, matematiksel gelişimlerine katkı sağlamada etkisinin olduğunu göstermektedir (Akıncı-Coşgun, 2018;Anders vd., 2012;Begum, 2007;Daucourt vd., 2021;DeFlorio, 2011;Güleç & İvrendi, 2017;Günay-Bilaloğlu, 2014;Gürgah Oğul & Aktaş Arnas, 2021;Huntsinger vd., 2016;İrkörücü, 2006;Kleemans vd., 2012;LeFevre vd., 2009;Linnell & Fluck, 2001;Manolitsis vd., 2013;Melhuish vd., 2008;Niklas & Schneider, 2014;Purpura vd.,2020;Rodriguez & Tamis-LeMonda, 2011;Skwarchuk, 2009;Starkey & Klein, 2000;Starkey vd., 2004;Susperreguy vd., 2020). Bununla birlikte, ebeveynlerin okul öncesi dönemde çocuklarıyla yaptıkları matematik etkinlikleri, çocukların bilişsel ve sosyal-duygusal becerilerinin gelişmesinde de etkilidir (Van-Voorhis vd., 2013).…”

Section: Introductionunclassified

“…Buradan hareketle, ebeveynlerin çocuklarıyla birlikte matematik etkinliklerine katılımları, bu katılımların sıklığı ve matematik hakkındaki inançlarının çocukların matematik becerilerinin gelişiminde önemli olduğu söylenebilir. Türkiye'de, okul öncesi dönemde çocuğu olan ebeveynlerin matematik etkinliklerine katılımları ile ilgili yapılmış çalışmalara çok az rastlanırken (Akıncı-Coşgun, 2018;Ertürk-Kara 2019;Güleç & İvrendi, 2017;Gürgah Oğul & Aktaş Arnas, 2021;Haktanır, 2021), ebeveynlerin matematik hakkındaki inançları ile ilgili yapılmış çalışmalara hiç rastlanmamakla birlikte, ebeveynlerin matematik hakkındaki görüşlerine sınırlı sayıda rastlanmıştır (Ergel & Aydoğan;2021). Bununla birlikte, Türkiye'de okul öncesi dönemde çocuğu olan ebeveynlerin matematik etkinliklerine katılımlarını ölçmek için geliştirilen veya Türkçeye uyarlanan sınırlı sayıda ölçme aracına (Ertürk Kara & Kılıç Çoksoyluer, 2017;İvrendi & Wakefield, 2009;Gürgah Oğul vd., 2018) rastlanmış ve okul öncesi dönemde çocuğu olan ebeveynlerin matematik hakkındaki inançlarını ölçmek için geliştirilen veya Türkçeye uyarlanan hiçbir ölçme aracına rastlanmamıştır.…”

Section: Introductionunclassified

“…Because the experiences gained in the family environment affect the early development of children (Niklas & Schneider, 2014). Parents' participation in their children's math activities is supported by various studies that improve children's math skills (Akıncı-Coşgun, 2018;Anders et al, 2012;Begum, 2007;Daucourt et al, 2021;DeFlorio, 2011;Güleç & İvrendi, 2017;Günay-Bilaloğlu, 2014;Gürgah Oğul & Aktaş Arnas, 2021;Huntsinger et al, 2016;İrkörücü, 2006;Kleemans et al, 2012;LeFevre et al, 2009;Linnell & Fluck, 2001;Manolitsis et al, 2013;Melhuish et al, 2008;Niklas & Schneider, 2014;Purpura et al,2020;Rodriguez & Tamis-LeMonda, 2011;Skwarchuk, 2009;Starkey & Klein, 2000;Starkey et al, 2004;Susperreguy et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Erken Matematik Ölçeği’nin Türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması

Karakuş

2022

Kocaeli Üniversitesi Eğitim Dergisi

View full text Add to dashboard Cite

Since it is known that the early childhood period is extremely effective and important in the development of mathematical concepts and skills, children's mathematical skills should be supported by systematic mathematics programs at school and home. Therefore, teachers and parents need to work collaboratively. Parents' participation in mathematical activities contributes to the mathematical development of children. In addition to parents' participation in mathematical activities, parents' mathematical beliefs also affect children's mathematical development. This study aims to adapt the Early Math Questionnaire, which was developed by Missall et al. (2015), into Turkish and test the validity and reliability of the scale. The study group of the research consisted of 205 parents who had preschool children and who participated in the study voluntarily. The original “Early Math Questionnaire” consists of two sections: Math Activities and Math Beliefs. As a result of the Confirmatory Factor Analysis (CFA), it was found that the Math Activities Section consisted of four sub-dimensions and 36 items. The general Cronbach Alpha (α) and McDonald Omega (ω) reliability coefficients of the Math Activities Section of the scale were found as .966 and .988, respectively. It was found that the Math Beliefs Section consisted of two sub-dimensions and eight items. The general Cronbach Alpha (α) and McDonald Omega (ω) reliability coefficients of the Math Beliefs Section of the scale were found as .842 and .883, respectively. These results show that the Turkish form of the Early Math Questionnaire is a valid and reliable measurement tool.

show abstract

Assessing the association between parents’ math talk and children’s math performance: A preregistered meta-analysis

Silver,

Alvarez-Vargas,

Bailey

et al. 2024

Journal of Experimental Child Psychology

View full text Add to dashboard Cite

Role of home mathematics activities and mothers’ maths talk in predicting children’s maths talk and early maths skills

Cited by 5 publications

References 66 publications

Understanding Home Math Environments and Math Talks of Children with Low and Middle Socioeconomic Status

Understanding Home Math Environments and Math Talks of Children with Low and Middle Socioeconomic Status

Erken Matematik Ölçeği’nin Türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması

Assessing the association between parents’ math talk and children’s math performance: A preregistered meta-analysis

Contact Info

Product

Resources

About