An Intervention for Early Mathematical Success: Outcomes from the Hybrid Version of the Building Math Readiness Parents as Partners (MRPP) Project

Kritzer, Karen L.; Pagliaro, Claudia M.

doi:10.1093/deafed/ens033

Cited by 18 publications

(4 citation statements)

References 34 publications

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“…Improved mathematical reasoning and communication skills occur because the RME approach starts from the local context of an area. The process of developing concepts and ideas starts from real life and ultimately reflects the results obtained in mathematics back to the real world [30]. Learning starts from giving contextual problems so that in cultural life that facilitates mathematical understanding, students are given the opportunity to solve these problems in their own way according to the schema they have in mind by paying attention to the principles and characteristics of RME.…”

Section: Mathematical Communication Skillsmentioning

confidence: 99%

Realistic mathematics education: Mathematical reasoning and communication skills in rural contexts

Palinussa

Molle

Gaspersz

2021

IJERE

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Mathematics learning has always been a problem in the world of education in Indonesia especially in the Province of Maluku, which is a thousand island area. The geographical position of Maluku, which is an area of the archipelago, is quite extensive, affecting the quality of students in mathematics. One approach that is recommended to overcome mathematical problems of rural island-based students is realistic mathematics education (RME). The purpose of this study was to analyze the effect of RME on mathematical reasoning and communication skills in a rural context. The research design used was quasi experiment. The sample size was 130 students from several junior high schools in Central Maluku Regency. The instrument developed was in the form of problem descriptions to measure students' mathematical reasoning and communication skills. The findings prove that RME has a significant influence on students' mathematical reasoning and communication skills. Thus, RME can be recommended in improving students' mathematical reasoning and communication skills in the island-based rural context.

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Section: Mathematical Communication Skillsmentioning

confidence: 99%

Realistic mathematics education: Mathematical reasoning and communication skills in rural contexts

Palinussa

Molle

Gaspersz

2021

IJERE

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“…Most intervention studies have tested the feasibility and efficacy of parent-child activities that require specific materials and dedicated times to engage in these activities. A few studies used various activities and interventionists to coach parents on how to use them (Akinci-Cosgun & Tezel-Sahin, 2022; Dulay et al, 2019; He et al, 2022; Kritzer & Pagliaro, 2013; Leyva et al, 2018; Niklas et al, 2016; Starkey & Klein, 2000). While some of these studies showed improvements in children’s math skills, the efforts needed to implement these interventions make their widespread use difficult.…”

Section: Parent-child Activities That Require Dedicated Materials And...mentioning

confidence: 99%

Parent-Focused Interventions to Support Children’s Early Math Learning

Libertus

2024

Curr Dir Psychol Sci

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Even before starting formal schooling, children show substantial variations in math skills suggesting that the home learning environment plays an important role in shaping young children’s math skills. Here, I review interventions aimed at providing young children with opportunities to learn math at home to identify what types of parent-guided activities may be effective at improving young children’s math. I also review interventions that may impact the frequencies and quality of the learning opportunities that parents provide to their children even if benefits for children’s math outcomes were not found or have not been tested yet. While some studies show that parent-guided math activities can impact children’s math skills, future work should carefully consider for whom interventions are most effective as both child and parent characteristics such as children’s general cognitive skills or foundational number skills as well as parents’ attitudes toward math may impact the effectiveness of the interventions.

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“…b. Attention needs to be paid to the types and modes of activities relevant and accessible to children with disabilities (Kritzer & Pagliaro, 2013;Louden et al, 2000). c. Researchers need to consider the amount of language input and number of languages to which children are exposed.…”

Section: Key Considerationsmentioning

confidence: 99%

Next directions in measurement of the home mathematics environment: An international and interdisciplinary perspective

et al. 2021

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This article synthesizes findings from an international virtual conference, funded by the United States National Science Foundation, focused on the home mathematics environment (HME). In light of inconsistencies and gaps in research investigating relations between the HME and children’s outcomes, the purpose of the conference was to discuss actionable steps and considerations for future work. The conference was composed of international researchers with a wide range of expertise and backgrounds. Presentations and discussions during the conference centered broadly on the need to better operationalize and measure the HME as a construct—focusing on issues related to child, family, and community factors, country and cultural factors, and the cognitive and affective characteristics of caregivers and children. Results of the conference and a subsequent writing workshop include a synthesis of core questions and key considerations for the field of research on the HME. Findings highlight the need for the field at large to use multi-method measurement approaches to capture nuances in the HME, and to do so with increased international and interdisciplinary collaboration, open science practices, and communication among scholars.

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An Intervention for Early Mathematical Success: Outcomes from the Hybrid Version of the Building Math Readiness Parents as Partners (MRPP) Project

Cited by 18 publications

References 34 publications

Realistic mathematics education: Mathematical reasoning and communication skills in rural contexts

Realistic mathematics education: Mathematical reasoning and communication skills in rural contexts

Parent-Focused Interventions to Support Children’s Early Math Learning

Next directions in measurement of the home mathematics environment: An international and interdisciplinary perspective

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