The home mathematics environment of dual-language learning children and their early mathematics skills

Cosso, Jimena; Purpura, David J.; Maeda, Yukiko; Bofferding, Laura

doi:10.1016/j.appdev.2022.101434

Cited by 8 publications

(9 citation statements)

References 47 publications

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“…Similarly, in a study of a subsample of a nationally representative sample, Latine parents' early math expectations related longitudinally to their children's kindergarten math scores (Sonnenschein & Galindo, 2015). Conversely, two concurrent studies (Kung et al., 2021; Missall et al., 2015) and two longitudinal studies (Cosso et al., 2022; Leyva et al., 2022) of either Latine families with low incomes or nationally representative samples found no relation between Latine caregivers' math practices and children's skills in preschool or kindergarten. The scant research on parent–child interactions suggests that caregivers' math support is concurrently related to children's math talk (Melzi et al., 2022; Mendelsohn et al., 2022), but not to children's math performance longitudinally (Leyva et al., 2017; Suh et al., 2019).…”

Section: Does Family Math Matter For Latine Children's Learning?mentioning

confidence: 98%

“…Common didactic practices include counting or sorting objects by size, helping children recite numbers in order, and naming shapes (Kung et al., 2021; Leyva et al., 2022; Sonnenschein et al., 2016). Similarly, in a study of families in Head Start, most of whom were English speaking or bilingual, the most common activities included playing counting games and board games, and playing with blocks (Cosso et al., 2022; Missall et al., 2015). More “advanced” practices and activities (e.g., doing simple addition) were done less frequently, occurring once a week at most (Kung et al., 2021; Missall et al., 2015).…”

Section: What Do We Know About Latine Family Math Engagement?mentioning

confidence: 99%

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Family math engagement with young Latine children in the United States

Swirbul,

Melzi

2023

Child Dev Perspectives

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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.

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Section: Does Family Math Matter For Latine Children's Learning?mentioning

confidence: 98%

Section: What Do We Know About Latine Family Math Engagement?mentioning

confidence: 99%

Family math engagement with young Latine children in the United States

Swirbul,

Melzi

2023

Child Dev Perspectives

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“…Most studies have found a positive and significant association between HNE and children’s early numeracy skills (e.g., Daucourt et al, 2021). However, few studies have analyzed the HNE construct in Latine families; the ones that do find limited engagement in numeracy activities (Kung et al, 2021) and that the HNE does not predict English-learning Latine 1 children’s numeracy skills (Cosso et al, 2022). These findings may be a function of the limitations of measurement practices, given that measures of the HNE were developed while focusing on English-speaking families (Hornburg et al, 2021).…”

Section: The Hnementioning

confidence: 99%

“…Kung et al (2021) adapted their measure of the HNE from LeFevre et al (2009). Another study found that although the HNE of English-monolingual children was associated with children’s numeracy skills, this association was not significant for Latine children (Cosso et al, 2022). Cosso et al (2022) used the HNE questionnaire from Head Start Family and Child Experiences Survey.…”

Section: The Hnementioning

confidence: 99%

“…Another study found that although the HNE of English-monolingual children was associated with children's numeracy skills, this association was not significant for Latine children (Cosso et al, 2022). Cosso et al (2022) used the HNE questionnaire from Head Start Family and Child Experiences Survey. Susperreguy et al (2020) replicated the HNE model from Skwarchuk et al (2014) with Chilean children and found a modest positive association between HNE and children's mathematics skills.…”

Section: The Hne Of Latine Familiesmentioning

confidence: 99%

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The home numeracy environment of Latine families: A mixed methods measurement development study.

Cosso,

Purpura,

Yoshikawa

2024

Journal of Educational Psychology

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The home numeracy environment (HNE) is an essential factor to explain family engagement in relation to numeracy. Research in this field has mostly focused on English-speaking families and has not taken into consideration cultural differences that contextualize the home environment. Measuring HNE in more ethnically diverse samples might counter results that are biased from using a deficit perspective. Given the growth of the Latine population in the United States, there is a need to redefine family engagement in numeracy and update the HNE measures to increase their cultural relevance. This mixed methods study used a strengths-based framework to develop an HNE measure for Latine families. Fourteen Latine caregivers were interviewed (57% mothers) in the first study, and 216 Latine caregivers (63% mothers) participated in the second study, which examined the scale’s factor structure. The validation process included parent reports of their child’s numeracy skills (child Mage = 2.93 years, SD = 0.74). Three factors were identified (caregiver–child interactions, caregivers’ math anxiety, and math beliefs). The first and third factors were significantly associated with parental reports of their child’s numeracy skills.

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Grounding understanding of the home numeracy environment: Within‐group variation in Latine families

Cosso,

Campos Oaxaca,

Purpura

2024

Infant and Child Development

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The home numeracy environment is an essential construct that helps explain children's numeracy skills. However, this field has been developed mostly focusing on monolingual English‐speaking families, and cultural differences that contextualize the home environment have not been considered. This study describes the home numeracy environment of Latine families by (1) identifying the more and less common numeracy activities in the home of Latine families; (2) exploring differences, such as family members involved in the activities and generation in the United States; and (3) examining the association between activities and math anxiety and beliefs. Participants were 341 caregiver‐child dyads (M age = 2.9 years, SD = 0.7 months). We found that the less common numeracy activities in the home of Latine families are items commonly used in the literature to measure numeracy home environment. In addition, the role of family members varies across generations. This study provides a foundation for understanding the home numeracy environment of Latine families.

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The home mathematics environment of dual-language learning children and their early mathematics skills

Cited by 8 publications

References 47 publications

Family math engagement with young Latine children in the United States

Family math engagement with young Latine children in the United States

The home numeracy environment of Latine families: A mixed methods measurement development study.

Grounding understanding of the home numeracy environment: Within‐group variation in Latine families

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