The Home Numeracy Environment: What Do Cross-Cultural Comparisons Tell Us About How to Scaffold Young Children’s Mathematical Skills?

Cankaya, Ozlem; LeFevre, Jo‐Anne

doi:10.1007/978-3-319-43974-7_6

Cited by 27 publications

(23 citation statements)

References 70 publications

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“…Due to the strong coupling between language and culture, it is impossible to rule out cultural influences completely as a cause for the cross-linguistic differences seen in bilingual parental numeric input, although the results do suggest that the usage and knowledge of Mandarin Chinese alone may positively affect parents’ number speech to their children. Regardless, numerous cross-cultural differences also contribute to early numeracy performance (see Cankaya and LeFevre, 2016 for review). Consequently, child speakers of Mandarin, whether monolingual or bilingual, may already differ from monolingual child speakers of English in their understanding of and their ability to count and manipulate numbers by the beginning of kindergarten, due to the disparate frequencies, amounts, and types of number language input they receive from everyday interactions with their caregivers.…”

Section: Discussionmentioning

confidence: 99%

How Bilingual Parents Talk to Children About Number in Mandarin and English

Chang

Sandhofer

2019

Front. Psychol.

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Number-related language input has been shown to influence children’s number word acquisition and mathematical ability. Significant differences exist between how Mandarin Chinese speaking parents and monolingual English-speaking parents use numeric language in speech to children. In particular, Mandarin Chinese speaking parents use cardinal number much more frequently in speech to children than do English speaking parents. However, because previous studies have been conducted cross-nationally, research has been unable to disentangle the influences of language from parental influence. The current study examined numeric language input to preschool children with bilingual Mandarin-English American parents. Results show that when parents speak to their children in Mandarin Chinese, children hear more instances and examples of the cardinal number principle than when parents speak to their children in English. This suggests that differences between how the Mandarin Chinese and English languages are structured leads to disparities in how frequently children hear cardinal number in everyday speech.

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Section: Discussionmentioning

confidence: 99%

How Bilingual Parents Talk to Children About Number in Mandarin and English

Chang

Sandhofer

2019

Front. Psychol.

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“…A second question concerns the complex interplay between young children's SFON, educational context, and early numerical ability acquisition. Cumulative evidence indicates that young children's informal (Cankaya & LeFevre, ) and formal (Kilday & Kinzie, ) educational environment influences their early numerical ability acquisition. Up to now, the contribution of young children's informal and formal educational context to their SFON has hardly attracted any research attention (but see Batchelor, ; and Bojorque, Torbeyns, Van Nijlen, & Verschaffel, in press; for two exceptions).…”

Section: Discussionmentioning

confidence: 99%

“…the models described in Hannula, R€ as€ anen, & Lehtinen, 2007;Hannula-Sormunen et al, 2015). However, the acquisition of early numerical abilities is known to be influenced by young children's societal (e.g., Rodic et al, 2015) and educational (e.g., Cankaya & LeFevre, 2016;Kilday & Kinzie, 2009) context. Given the aforementioned differences in societal and educational characteristics of developed and developing countries, current theoretical models might require modifications in view of the specifics of developing countries.…”

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confidence: 99%

Unique contribution of Ecuadorian kindergartners’ spontaneous focusing on numerosity to their early numerical abilities

Torbeyns

Bojorque

Hoof

et al. 2017

British J of Dev Psycho

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Recent evidence indicates that young children's spontaneous focusing on numerosity (SFON) uniquely contributes to their early numerical abilities. This study complements previous findings by validating the relation between young children's SFON and their early numerical abilities in a developing country, namely Ecuador. We analysed 355 Ecuadorian 5- to 6-year-olds' SFON in relation to their early numerical abilities at the start of kindergarten, controlling for children's socio-demographic (socio-economic status, age) and general cognitive (working memory, intelligence) characteristics. Our results evidence the unique contribution of Ecuadorian kindergartners' SFON to their early numerical abilities, controlling for children's working memory, intelligence, socio-economic status, and age. Our findings support the validity of previous findings on the unique contribution of SFON to young children's early numerical abilities in developed countries for developing countries. Additionally, they raise timely questions for further theoretical and methodological studies on young children's numerical development worldwide, in developing and developed countries. Statement of contribution What is already known? SFON uniquely contributes to early numerical abilities. However, this is only documented in Finnish samples. Previously only limited control for domain-general cognitive and socio-demographic characteristics. What does the study add? SFON uniquely contributes to early numerical abilities in Ecuadorian 5- to 6-year-olds. This unique contribution remains after controlling for WM, IQ, SES, and age. Evidence for the universal nature of the association between SFON and early numerical ability.

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“…Second, Chinese parents provide preschool children with a rich math learning environment and more direct mathematics instruction and encouragement (e.g., Deng, Silinskas, Wei, & Georgiou, 2015; Huntsinger, Jose, Liaw, & Ching, 1997). Young children's informal educational environment influences their early numerical ability acquisition (Cankaya & Lefevre, 2016). Evidence revealed that Chinese preschool children outperform their European or North American counterparts in counting (e.g., Fuson & Kwon, 1991; Miller & Stigler, 1987), understanding number meaning and number sequence (e.g., Miller, Major, Shu, & Zhang, 2000), numerical estimation (e.g., Siegler & Mu, 2008), and simple calculations (e.g., Dowker, Bala, & Lloyd, 2008; Geary, Bow‐Thomas, Liu, & Siegler, 1996).…”

Section: Introductionmentioning

confidence: 99%

Performance patterns and strategy use in number line estimation among preschool children with different spontaneous focusing on numerosity tendencies

Liang

Zhang²,

Liu

2020

Infant and Child Development

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This study investigated the influence of spontaneous focusing on numerosity (SFON) tendency on the performance and estimation patterns on number line estimation (NLE). To examine this question, 147 preschoolers (3.51–4.52 years) completed two types of SFON task (referenced SFON task and non‐referenced SFON task) and three conditions of NLE (non‐symbolic area, number‐to‐position, and position‐to‐number). The participants' SFON tendencies were classified as high, average, and poor using latent profile analysis. Children with high SFON tendency performed better and preferred to use more advanced strategy than their poor‐SFON peers on NLE tasks. The proportion of children with irregular NLE pattern increased as SFON tendency decreased. These findings contribute to our understanding of the relationship between performance patterns of different NLEs and SFON tendencies for preschool children.

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The Home Numeracy Environment: What Do Cross-Cultural Comparisons Tell Us About How to Scaffold Young Children’s Mathematical Skills?

Cited by 27 publications

References 70 publications

How Bilingual Parents Talk to Children About Number in Mandarin and English

How Bilingual Parents Talk to Children About Number in Mandarin and English

Unique contribution of Ecuadorian kindergartners’ spontaneous focusing on numerosity to their early numerical abilities

Performance patterns and strategy use in number line estimation among preschool children with different spontaneous focusing on numerosity tendencies

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