The Home Numeracy Environment and Measurement of Numeracy Performance in English and Spanish in Dual Language Learners

Kung, Melody; Stolz, Kelsey; Lin, Joyce; Foster, Matthew E.; Schmitt, Sara A.; Purpura, David J.

doi:10.1177/0271121420942588

Cited by 18 publications

(26 citation statements)

References 60 publications

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“…38 For children who were dual-language learners, the task was administrated in their primary language as indicated by their parents. However, given that conceptual scoring (credit for performance in both English and Spanish combined) of children's early mathematics skills is the best indicator of numeracy skills for dual-language learners, 39 the questions were also asked in the other language when children did not respond or responded incorrectly.…”

Section: Methodsmentioning

confidence: 99%

Conceptualizing the factor structure of parents’ math anxiety and associations with children's mathematics skills

Cosso

Ellis

O'Rear

et al. 2022

Annals of the New York Academy of Sciences

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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 parental 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 (Mage = 4.20 years, SD = 0.71; 51% female). The best fitting model of parents’ math anxiety was a bifactor model, suggesting that 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.

show abstract

Section: Methodsmentioning

confidence: 99%

Conceptualizing the factor structure of parents’ math anxiety and associations with children's mathematics skills

Cosso

Ellis

O'Rear

et al. 2022

Annals of the New York Academy of Sciences

Self Cite

View full text Add to dashboard Cite

show abstract

“…For children who were dual language learners, the task was administrated in their primary language as indicated by their parents. However, given that conceptual scoring (credit for performance in both English and Spanish combined) of children's early mathematics skills is the best indicator of numeracy skills for dual language learners 37 , the questions were also asked in the other language when children did not respond or responded incorrectly.…”

Section: Methodsmentioning

confidence: 99%

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

Cosso¹,

Ellis²,

O'Rear³

et al. 2021

Preprint

Self Cite

View full text Add to dashboard Cite

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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“…These child‐centered math activities also occurred moderately often; most Latine parents with low incomes (primarily urban, immigrant, and Spanish speaking) reported engaging in these activities at least twice a week. 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).…”

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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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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The Home Numeracy Environment and Measurement of Numeracy Performance in English and Spanish in Dual Language Learners

Cited by 18 publications

References 60 publications

Conceptualizing the factor structure of parents’ math anxiety and associations with children's mathematics skills

Conceptualizing the factor structure of parents’ math anxiety and associations with children's mathematics skills

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

Family math engagement with young Latine children in the United States

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