Maternal Math Talk in the Home and Math Skills in Preschool Children

Susperreguy, María Inés; Davis‐Kean, Pamela E.

doi:10.1080/10409289.2016.1148480

Cited by 113 publications

(69 citation statements)

References 44 publications

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“…Previous research has shown that the amount of parental math talk that children are exposed to is related to children's math abilities (Benavides‐Varela et al, ; Elliott, Braham, & Libertus, ; Gunderson & Levine, ; Levine et al, ; Ramani et al, ; Susperreguy & Davis‐Kean, ). These studies found that when parents used more math talk during everyday interactions, the children had better math skills.…”

Section: Discussionmentioning

confidence: 99%

“…Importantly, parents who used more number words when children were between 14 and 30 months of age had children who had a better understanding of the cardinal meaning of number words at 46 months. Other recent work found that children exposed to more conversations about math broadly (i.e., math talk) tend to score higher on a standardized test of mathematical ability one year later (Susperreguy & Davis‐Kean, ). In addition, parental labeling of quantities (i.e., talking about cardinality) when children are 3 years old is a better predictor of math achievement in preschool and first grade than parental identification of numerals or counting (Casey et al, ).…”

mentioning

confidence: 99%

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Promoting Math Talk in Adult–Child Interactions Through Grocery Store Signs

Hanner

Braham

Elliott

et al. 2019

Mind Brain and Education

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Young children have better math abilities when their parents engage in more math‐related conversations with them. Yet, previous studies have found that math talk occurs only very infrequently in everyday interactions. In the present study, we sought to promote adult–child conversations about math in a naturalistic context using minimal instructions. We observed 179 adult–child dyads while they shopped in grocery stores with signs prompting them to engage in math‐related conversations (math condition), signs prompting them to talk about other topics (general language condition), or without any signs (baseline condition). In the math condition, more adults talked about math compared to the general language or the baseline condition, and this finding could not be explained by demographic characteristics of the dyad or the overall amount of conversations. This study demonstrates that cost‐effective signs placed in everyday contexts can promote math‐related conversations and potentially provide math learning opportunities for children.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Promoting Math Talk in Adult–Child Interactions Through Grocery Store Signs

Hanner

Braham

Elliott

et al. 2019

Mind Brain and Education

View full text Add to dashboard Cite

show abstract

“…A final possibility is that parents' ANS acuity may influence their interactions with their children. A recent study showed that parents with greater ANS acuity talked more about numbers while playing with their children (Elliott, Braham, & Libertus, 2017), and greater exposure to parent math talk has been associated with better math skills in children (Elliott et al, 2017;Levine, Suriyakham, Rowe, Huttenlocher, & Gunderson, 2010;Susperreguy & Davis-Kean, 2016). The greater informal engagement with numbers or the associated improvement in math skills could in turn improve children's ANS acuity.…”

Section: Assessing Numerical Abilities In Toddlerhoodmentioning

confidence: 99%

Intergenerational associations of the approximate number system in toddlers and their parents

Navarro

Braham

Libertus

2018

British J of Dev Psycho

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From birth, humans are able to discriminate quantities using the approximate number system (ANS). However, previous methods have only been suitable to examine ANS functioning in infancy and older children. The goals of this study were twofold: first, to modify an existing method of assessing ANS functioning for toddlerhood; and second, to investigate individual differences in toddlers' ANS performance by examining correlations with their parents' ANS acuity. Using a preferential looking paradigm, we found that 1- to 3-year-olds (N = 46) looked significantly longer to numerically changing images compared to numerically constant ones suggesting that the paradigm is a suitable measure of ANS functioning in toddlerhood. Furthermore, we found a positive relation between toddlers' ANS performance and that of their parents (assessed using a non-symbolic number comparison task) independent of children's vocabulary or parents' perceived math ability or preference for math. These findings are consistent with a specific intergenerational transmission of the ANS. Statement of contribution What is already known on this subject? Past methods used to examine ANS functioning were only suitable for infants and older children. Little research has examined sources underlying individual difference in ANS acuity. What does this study add? We developed a preferential looking task to assess ANS functioning in toddlerhood. Individual differences in toddlers' ANS functioning are correlated with their parents' ANS acuity.

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“…Susperreguy & Davis-Kean, 2016). Many children seem to value the experience of preparing foods: One child in this study rated the food they prepared as "really yummy" and went on to…”

Section: Discussionmentioning

confidence: 94%