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4 pages, 178 KiB

Open AccessEditorial

Introduction to the Special Issue “Mathematics Education: At Home and in the Classroom”

by Susan Sonnenschein and Michele L. Stites

Educ. Sci. 2022, 12(10), 636; https://doi.org/10.3390/educsci12100636 - 21 Sep 2022

Viewed by 1227

Abstract

Children’s mathematics achievements differ based on a variety of factors, including country of origin and cultural or economic background [...] Full article

(This article belongs to the Special Issue Mathematics Education: At Home and in the Classroom)

Research

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27 pages, 421 KiB

Open AccessArticle

Relations between the Home Learning Environment and the Literacy and Mathematics Skills of Eight-Year-Old Canadian Children

by Sheri-Lynn Skwarchuk, Heather Douglas, Abbie Cahoon, Jo-Anne LeFevre, Chang Xu, Emilie Roy, Victoria Simms, Judith Wylie, Erin A. Maloney, Helena P. Osana and María Inés Susperreguy

Educ. Sci. 2022, 12(8), 513; https://doi.org/10.3390/educsci12080513 - 26 Jul 2022

Cited by 4 | Viewed by 3360

Abstract

The home learning environment includes parental activities, attitudes, affect, knowledge, and resources devoted to supporting children’s development, including literacy and mathematics skills. These factors are related to the academic performance of preschool children (aged 3 to 6 years), before formal schooling and possibly [...] Read more.

The home learning environment includes parental activities, attitudes, affect, knowledge, and resources devoted to supporting children’s development, including literacy and mathematics skills. These factors are related to the academic performance of preschool children (aged 3 to 6 years), before formal schooling and possibly beyond. In the present research, we examined the home learning environment of Canadian families as reported by either the mother (n = 51) or father (n = 30) of their Grade 3 child (n = 81; M_age = 8.7 years; range 8 to 9 years of age). Importantly, mothers’ and fathers’ reports of the home learning environment for school children were similar. For literacy, parents’ knowledge of children’s books and attitudes toward literacy were related to children’s vocabulary skills; home literacy was not related to word reading skills. For mathematics, parents’ reports of the frequency of activities such as practicing arithmetic facts and their attitudes toward mathematics were related to children’s arithmetic fluency. Other aspects of the home learning environment (time spent helping with homework, parents’ math anxiety) were not related to children’s performance. These results suggest some continuity between home learning environments and academic skills after children’s transition to school. Full article

(This article belongs to the Special Issue Mathematics Education: At Home and in the Classroom)

12 pages, 242 KiB

Open AccessArticle

Preschool Classroom Libraries in Turkey: Are They Used to Support Early Mathematics Skills?

by Michele L. Stites, Hatice Gursoy, Aysegul Akinci Cosgun and Susan Sonnenschein

Educ. Sci. 2022, 12(6), 387; https://doi.org/10.3390/educsci12060387 - 03 Jun 2022

Cited by 2 | Viewed by 1873

Abstract

The two studies in this paper considered the use of the classroom library as a means of socializing mathematics development in Turkish preschoolers. Study 1 (n = 80) documented whether classes had a library, its contents, and whether/how teachers encouraged children to [...] Read more.

The two studies in this paper considered the use of the classroom library as a means of socializing mathematics development in Turkish preschoolers. Study 1 (n = 80) documented whether classes had a library, its contents, and whether/how teachers encouraged children to use the library. Study 2 (n = 47) investigated the teachers’ confidence in teaching mathematics and the means that they used. Both studies used online surveys that were distributed via social media sites. There were four noteworthy findings. One, the Turkish preschool teachers reported viewing mathematics instruction as important to the development of children and were confident in their abilities to teach their students mathematics. However, they relied upon their general knowledge of children and their general pedagogical knowledge, rather than on their knowledge of mathematics, to do so. Two, the preschool teachers in Turkey had classroom libraries that they encouraged their students to use by having a set library time each day and by modeling how to sit and read in the library. They also encouraged family involvement in reading. However, these classroom libraries had fewer mathematics books than other types of texts. Three, while libraries were consistently present in Turkish preschool classrooms, they were not seen as venues for children’s mathematics development. Four, preschool mathematics instruction in Turkey appears typically to use whole groups and explicit instruction, and particularly during circle time/the morning meeting. Full article

(This article belongs to the Special Issue Mathematics Education: At Home and in the Classroom)

18 pages, 297 KiB

Open AccessArticle

Elementary School Children’s Home Learning Environments: Mathematics, Reading, Science, and Written Language

by Susan Sonnenschein, Hatice Gursoy and Michele Stites

Educ. Sci. 2022, 12(5), 313; https://doi.org/10.3390/educsci12050313 - 29 Apr 2022

Cited by 5 | Viewed by 2008

Abstract

It is well accepted that the home learning environment impacts school performance; however, much of the previous research has focused on preschool children. This exploratory study used an online, Qualtrics survey to ask parents (n = 177) of elementary students about the [...] Read more.

It is well accepted that the home learning environment impacts school performance; however, much of the previous research has focused on preschool children. This exploratory study used an online, Qualtrics survey to ask parents (n = 177) of elementary students about the home learning environment. Our research questions addressed (1) the amount of time children spend on mathematics, reading, written language, and science at home, and differences by subject and/or grade; (2) parental beliefs about the importance of engaging in home learning activities in each of the four subjects; (3) parental confidence in supporting each of the four academic subjects; (4) parental and child enjoyment of the four academic subjects; and (5) who (parents, child, or teacher) initiated home learning activities in the different subject areas. The results indicated that elementary school-age children were engaged in reading, mathematics, science, and written language activities at home; however, the most time was spent on reading activities. Parents reported viewing engagement and assistance with academically related activities at home as important; however, they were more confident assisting with reading and written language than mathematics or science. Strong associations were noted between parental enjoyment of a subject and their confidence in assisting their child. Overall, teachers initiated more activities for older children and were more likely to initiate mathematics activities. When children initiated an activity, it was typically reading related. Full article

(This article belongs to the Special Issue Mathematics Education: At Home and in the Classroom)

18 pages, 2751 KiB

Open AccessArticle

Socioeconomic Variations in the Frequency of Parent Number Talk: A Meta-Analysis

by Eric Dearing, Beth Casey, Pamela E. Davis-Kean, Sarah Eason, Elizabeth Gunderson, Susan C. Levine, Elida V. Laski, Melissa Libertus, Linxi Lu, Caitlin McPherran Lombardi, Ariadne Nelson, Geetha Ramani and María Inés Susperreguy

Educ. Sci. 2022, 12(5), 312; https://doi.org/10.3390/educsci12050312 - 29 Apr 2022

Cited by 6 | Viewed by 2586

Abstract

Using data from 12 studies, we meta-analyze correlations between parent number talk during interactions with their young children (mean sample age ranging from 22 to 79 months) and two aspects of family socioeconomics, parent education, and family income. Potential variations in correlation sizes [...] Read more.

Using data from 12 studies, we meta-analyze correlations between parent number talk during interactions with their young children (mean sample age ranging from 22 to 79 months) and two aspects of family socioeconomics, parent education, and family income. Potential variations in correlation sizes as a function of study characteristics were explored. Statistically significant positive correlations were found between the amount of number talk in parent-child interactions and both parent education and family income (i.e., r = 0.12 for education and 0.14 for income). Exploratory moderator analyses provided some preliminary evidence that child age, as well as the average level of and variability in socioeconomic status, may moderate effect sizes. The implications of these findings are discussed with special attention to interpreting the practical importance of the effect sizes in light of family strengths and debate surrounding “word gaps”. Full article

(This article belongs to the Special Issue Mathematics Education: At Home and in the Classroom)

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17 pages, 487 KiB

Open AccessArticle

Deal Me in: Playing Cards in the Home to Learn Math

by Nicole R. Scalise, Mary DePascale, Nadia Tavassolie, Claire McCown and Geetha B. Ramani

Educ. Sci. 2022, 12(3), 190; https://doi.org/10.3390/educsci12030190 - 09 Mar 2022

Cited by 7 | Viewed by 2585

Abstract

Recent meta-analyses have demonstrated a significant association between children’s early math achievement and their experiences with math at home, including their caregivers’ talk about math. However, few studies have investigated the relations between caregiver math talk and children’s learning with experimental designs. Eighty-six [...] Read more.

Recent meta-analyses have demonstrated a significant association between children’s early math achievement and their experiences with math at home, including their caregivers’ talk about math. However, few studies have investigated the relations between caregiver math talk and children’s learning with experimental designs. Eighty-six children (M = 5.0 years) and their caregivers were randomly assigned to play either a numeracy or a shape card game at home for six weeks. Data were collected on children’s number and shape knowledge and families’ math talk during gameplay. There was substantial participant attrition (42% did not return completed materials), however, both an intent-to-treat analysis of the sample that received study materials and a subgroup analysis of study completers showed that children who played the shape game significantly improved their shape naming and matching skills relative to children who played the number game. Children who played the number game did not significantly improve their numerical skills relative to children who played the shape game. Mathematical talk during gameplay varied between families but was correlated over time within families. Caregivers’ and children’s talk about matching cards by shape or color predicted children’s learning from the shape game. The results suggest that despite receiving uniform instructions and materials, there was significant variability in children’s home math experiences that predicted their learning from the card game. Full article

(This article belongs to the Special Issue Mathematics Education: At Home and in the Classroom)

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14 pages, 320 KiB

Open AccessArticle

Cross-Cultural Comparisons of Home Numeracy and Literacy Environments: Canada, Mexico, and Chile

by María Inés Susperreguy, Carolina Jiménez Lira and Jo-Anne LeFevre

Educ. Sci. 2022, 12(2), 62; https://doi.org/10.3390/educsci12020062 - 18 Jan 2022

Cited by 10 | Viewed by 2643

Abstract

Home numeracy and literacy environments are related to the development of children’s early academic skills. However, the home learning environments of preschool children have been mainly explored with children from North America, Europe, and Asia. In this study we assessed the home numeracy [...] Read more.

Home numeracy and literacy environments are related to the development of children’s early academic skills. However, the home learning environments of preschool children have been mainly explored with children from North America, Europe, and Asia. In this study we assessed the home numeracy and literacy environments of three-to-five-year-old children from Mexico (n = 54) and Chile (n = 41) and compared the patterns of results to those of children from Canada (n = 42). Parents completed a questionnaire about their expectations for children’s academic performance prior to Grade 1 and the home numeracy and literacy activities they provide for their children. To analyze differences among countries in the home learning environments, we performed mixed and one-way ANOVAs (Analysis of Variance), followed-up by post-hoc comparisons. Mexican parents had higher expectations for children’s early skills than Chileans or Canadians. The frequency with which Mexican, Canadian, and Chilean parents reported home numeracy and literacy activities showed both similarities and differences. Our findings speak to the importance of developing culturally sensitive models of early home learning environments and illustrate the complexities of comparing home learning environments across countries. Full article

(This article belongs to the Special Issue Mathematics Education: At Home and in the Classroom)

18 pages, 929 KiB

Open AccessArticle

Parental (STEM) Occupations, the Home Numeracy Environment, and Kindergarten Children’s Numerical Competencies

by Anna Mues, Efsun Birtwistle, Astrid Wirth and Frank Niklas

Educ. Sci. 2021, 11(12), 819; https://doi.org/10.3390/educsci11120819 - 16 Dec 2021

Cited by 6 | Viewed by 3050

Abstract

Children’s early numerical competencies are of great importance for later academic achievement. Young children gain these competencies in the context of the home numeracy environment (HNE). Additionally, child characteristics and families’ socioeconomic status (SES) are associated with children’s competencies. In this study, we [...] Read more.

Children’s early numerical competencies are of great importance for later academic achievement. Young children gain these competencies in the context of the home numeracy environment (HNE). Additionally, child characteristics and families’ socioeconomic status (SES) are associated with children’s competencies. In this study, we investigated parents’ occupations (i.e., STEM or non-STEM occupation) as a specific aspect of the SES to understand whether parental occupations are associated with children’s numerical competencies and whether such an association may depend on the HNE. We analysed data from a sample of N = 190 children (M_age = 63.58 months; SD = 4.41) at two measurement points. Correlational analyses and crossed-lagged models were conducted to predict children’s numerical competencies by a global measure of the HNE and parental STEM vs. non-STEM occupations. We found significant associations between parents’ learned and current occupations and the HNE. Further, significant associations between parents’ learned occupations and children’s numerical competencies were observed. However, parents’ current occupations were not significantly associated with children’s numerical competencies. Consequently, more specific facets of the SES instead of a global measure seem to be associated with children’s numerical competencies. A greater focus on specific differences between family characteristics and their potential impact on children’s HNE and the development of their numerical competencies seems expedient. Full article

(This article belongs to the Special Issue Mathematics Education: At Home and in the Classroom)

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16 pages, 275 KiB

Open AccessArticle

Facilitating Preschool Children’s Mathematics Development in China, Japan, and the United States: Is the Classroom Library Considered?

by Michele L. Stites, Susan Sonnenschein, Yongxiang Chen, Kyoko Imai-Matsumura and Hatice Gürsoy

Educ. Sci. 2021, 11(12), 792; https://doi.org/10.3390/educsci11120792 - 04 Dec 2021

Cited by 3 | Viewed by 2878

Abstract

The two studies examined in this paper compare the different mathematical opportunities provided in preschool classrooms in China, Japan, and the United States, with an emphasis on mathematical-themed books in classroom libraries. Study one presents the results of an online survey to examining [...] Read more.

The two studies examined in this paper compare the different mathematical opportunities provided in preschool classrooms in China, Japan, and the United States, with an emphasis on mathematical-themed books in classroom libraries. Study one presents the results of an online survey to examining the content of preschool classroom libraries in China (N = 134), Japan (N = 168), and the United States (N = 291). Study two presents data obtained from semi-structured interviews of teachers in China (N = 8), Japan (N = 8), and the United States (N = 8). The interviews examined teacher perceptions of how they teach mathematics, the importance of teaching mathematics, and the use of the classroom library as a venue for mathematics. Study one results indicated that teachers from all three countries encourage classroom library use; however, teachers from China reported more mathematics storybooks than their Japanese or United States counterparts. Study two results indicated that teachers from all three countries viewed mathematics as important and provided various mathematics learning opportunities to children throughout the school day. Chinese teachers reported providing the most mathematics learning opportunities using whole group instruction, mathematics centers, and free play. Japanese teachers reported few whole group forms of instruction other than circle time but reported providing opportunities for using mathematics during free play and other embedded activities. United States teachers indicated that mathematics learning occurred using whole group instruction and mathematics centers. Full article

(This article belongs to the Special Issue Mathematics Education: At Home and in the Classroom)

16 pages, 1007 KiB

Open AccessArticle

Controlling-Supportive Homework Help Partially Explains the Relation between Parents’ Math Anxiety and Children’s Math Achievement

by Fraulein Retanal, Nichole B. Johnston, Sabrina M. Di Lonardo Burr, Andie Storozuk, Michela DiStefano and Erin A. Maloney

Educ. Sci. 2021, 11(10), 620; https://doi.org/10.3390/educsci11100620 - 11 Oct 2021

Cited by 12 | Viewed by 5356

Abstract

Previous research has shown that math homework help of higher-math-anxious parents impedes children’s math learning and facilitates the development of math anxiety. In the present study, we explored a possible explanation for this phenomenon by examining the relations between parents’ math anxiety, their [...] Read more.

Previous research has shown that math homework help of higher-math-anxious parents impedes children’s math learning and facilitates the development of math anxiety. In the present study, we explored a possible explanation for this phenomenon by examining the relations between parents’ math anxiety, their math homework-helping styles (i.e., autonomy- and controlling-supportive), and their child’s math achievement. Parents of children ages 11 to 14 completed an online survey. Using path analysis, we examined the relations among parental factors (i.e., math anxiety, math ability, and homework-helping styles) and child math achievement. Parents’ math anxiety was positively related to both autonomy-supportive and controlling-supportive math homework-helping styles. Notably, controlling-supportive style partially mediated the relation between parents’ math anxiety and their children’s math achievement. Thus, it is possible that the use of a controlling-supportive math homework-helping style may explain why the homework help offered by higher-math-anxious parents is detrimental to their children’s math learning. Identifying negative relations between parent factors and children’s math outcomes is crucial for developing evidence-based math learning interventions. Full article

(This article belongs to the Special Issue Mathematics Education: At Home and in the Classroom)

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15 pages, 282 KiB

Open AccessArticle

Relations between Subdomains of Home Math Activities and Corresponding Math Skills in 4-Year-Old Children

by Diana Leyva, Melissa E. Libertus and Rebecca McGregor

Educ. Sci. 2021, 11(10), 594; https://doi.org/10.3390/educsci11100594 - 29 Sep 2021

Cited by 13 | Viewed by 2298

Abstract

Most studies on the subject have investigated relations between home math activities and child math skills, without paying much attention to the specific skills that such activities foster and their alignment with children’s math assessments. The present study examined specific relations between subdomains [...] Read more.

Most studies on the subject have investigated relations between home math activities and child math skills, without paying much attention to the specific skills that such activities foster and their alignment with children’s math assessments. The present study examined specific relations between subdomains of home math activities and children’s corresponding math skills (e.g., home counting/cardinality activities related to children’s counting/cardinality skills). Participants were 78 mostly middle-income, White parents and their four-year-old children (M age = 53.19 months; 45% girls). Parents completed a 24-item survey about the frequency of home activities supporting five subdomains of math: counting/cardinality, set comparison, number identification, adding/subtracting, and patterning. Children’s skills in these same five subdomains were assessed using the Preschool Early Numeracy Scale (PENS) and the Early Patterning Assessment. Specific relations were observed in set comparison, adding/subtracting, and patterning, such that higher frequency of home activities in these subdomains related to advanced child math skills in the corresponding subdomains. No specific relations were found in counting/cardinality and number identification. Overall home math activities averaged across the five math subdomains positively related to children’s overall math skills. Findings highlight the importance of engagement in specific math activities in the home environment and their significance for corresponding child math development. Full article

(This article belongs to the Special Issue Mathematics Education: At Home and in the Classroom)

9 pages, 615 KiB

Open AccessArticle

Using Cases as a Means to Discuss Errors in Mathematics Teacher Education

by Ruthi Barkai

Educ. Sci. 2021, 11(10), 575; https://doi.org/10.3390/educsci11100575 - 23 Sep 2021

Cited by 2 | Viewed by 1542

Abstract

Errors are a major component of the pedagogical content knowledge (PCK) needed for teaching mathematics. In this study, 25 prospective teachers (PTs) in high schools were invited to solve a trigonometric task that had been assigned to high-school students and, subsequently, to relate [...] Read more.

Errors are a major component of the pedagogical content knowledge (PCK) needed for teaching mathematics. In this study, 25 prospective teachers (PTs) in high schools were invited to solve a trigonometric task that had been assigned to high-school students and, subsequently, to relate to an authentic solution containing mathematical errors, which was presented in a dialogue by a pair of students. While all PTs reached the final, correct solution, eight provided only one of the two results in one step of the solution. Almost all (23) PTs identified at least one of the students’ errors. The case raised issues regarding the steps that should be written in a solution and the role of drawings in mathematical problems. This article suggests that exposing PTs to authentic teaching cases provides opportunities to discuss subtle issues related to their own mathematical knowledge and to obstacles that their future students might encounter when solving such tasks. Full article

(This article belongs to the Special Issue Mathematics Education: At Home and in the Classroom)

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18 pages, 310 KiB

Open AccessArticle

Individual Differences in Parental Support for Numeracy and Literacy in Early Childhood

by Leanne Elliott, Peter Zheng and Melissa Libertus

Educ. Sci. 2021, 11(9), 541; https://doi.org/10.3390/educsci11090541 - 14 Sep 2021

Cited by 6 | Viewed by 2489

Abstract

Past research has examined parental support for children’s math and reading skills in the early years through parents’ reports of their activities with their children in somewhat inconsistent ways. In this study, we use data from a large sample of parents (n [...] Read more.

Past research has examined parental support for children’s math and reading skills in the early years through parents’ reports of their activities with their children in somewhat inconsistent ways. In this study, we use data from a large sample of parents (n = 259; 103 males) collected through Amazon’s Mechanical Turk to examine dimensions of parental enrichment in both support for literacy and numeracy skills at home. Additionally, we examine how socioeconomic resources as well as parental beliefs relate to these dimensions of the home literacy and home numeracy environment. Factor analyses revealed two dimensions of literacy activities (i.e., passive and active literacy activities) and three dimensions of numeracy activities (i.e., numeracy applications, basic numeracy, and written numeracy activities). Income was positively associated with active literacy activities, whereas parents’ educational attainment was negatively associated with active literacy activities and written numeracy activities. Additionally, parental beliefs, including their beliefs about the importance of literacy and math skills as well as their perceived responsibility for teaching their children reading, math, and language skills, related to home literacy and numeracy activities in distinctive ways. These results suggest that future research should explore parental enrichment practices with greater nuance, particularly when examining associations with socioeconomic status. Full article

(This article belongs to the Special Issue Mathematics Education: At Home and in the Classroom)

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