Young American and Chinese Children's Everyday Mathematical Activity

Ginsburg, Herbert P.; Lin, Chia-ling; Ness, Daniel; Seo, Kwanyong

doi:10.1207/s15327833mtl0504_01

Cited by 30 publications

(23 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…One, we need further exploration of possible racial/ethnic differences and how these may be associated with children's academic outcomes. Ginsburg, Lin, Ness, and Seo () found that Chinese preschoolers engaged in more math activities than U.S. preschoolers. However, Sonnenschein et al () found no differences in the reported frequency of mainly middle‐income Chinese and White (both residing in the United States) children's engagement in math activities.…”

Section: Home Facilitation Of Children's Reading and Math Skillsmentioning

confidence: 99%

Racial/ethnic differences in kindergartners' reading and math skills: Parents' knowledge of children's development and home‐based activities as mediators

Sonnenschein

Sun

2016

Infant and Child Development

View full text Add to dashboard Cite

Despite the growing body of research on parents' beliefs and practices, relatively little is known about the relations between parents' knowledge of children's development, home‐based activities, and children's early reading and math skills. This study used data from the Early Childhood Longitudinal Study‐Birth Cohort to examine the differences in Asian, Black, Latino, and White children's early reading and math skills at kindergarten entry and whether parents' knowledge of children's development and home‐based activities mediate the relation. Parents' knowledge of children's development was assessed when children were 9 months. Home‐based activities, including home literacy and enrichment, were assessed when children were preschool age. Asian and White children started kindergarten with significantly higher reading and math scores than Black or Latino children. There also were significant differences across groups in the frequency of engagement in home literacy and enrichment activities. Associations between race/ethnicity and reading/math scores were mediated by parents' knowledge of children's development and home literacy activities. Discussion addresses the importance of parents' knowledge of educationally relevant activities and how to engage in such activities to foster children's reading and math skills and to close racial/ethnic gaps. Highlights This paper examined racial/ethnic difference in children's reading and math skills in kindergarten and explores whether parents' knowledge of children's development and home‐based activities mediate the relation between race/ethnicity and children's reading and math skills. By using data from the Early Childhood Longitudinal Study Birth Cohort, this study found that there were systematic racial/ethnic differences in parents' knowledge of children's development, home‐based activities, and children's reading and math skills at the start of kindergarten. Parents' knowledge of children's development and home‐based activities were found to mediate the association between race/ethnicity and children's reading and math skills for all groups.

show abstract

Section: Home Facilitation Of Children's Reading and Math Skillsmentioning

confidence: 99%

Racial/ethnic differences in kindergartners' reading and math skills: Parents' knowledge of children's development and home‐based activities as mediators

Sonnenschein

Sun

2016

Infant and Child Development

View full text Add to dashboard Cite

show abstract

“…Although there is at least one previous study found that analyzed the time that children spend referencing math in their daily activities (Ginsburg, Lin, Ness, & Seo, 2003), no other studies have been found that addressed this issue. Analyzing the time that is used in didactic situations for mathematical instruction is useful, but it would also be beneficial to further analyze how children reference math during their free-play activities as a possible indication of their internalization of the concepts.…”

Section: What Is Not Known?mentioning

confidence: 99%

“…A pilot study was conducted by Blevins-Knabe, Berghout Austin, and the researcher. Each looked at eight to ten printed transcripts and coded references according to the coding system by Ginsburg et al (2003). After the initial coding, several adjustments to the coding system were made by Blevins-Knabe.…”

Section: Pilot Datamentioning

confidence: 99%

“…showed that children used much more spatial relations in their speech than any other type of mathematical concept. Spatial relations are when there is an exploration of positions, directions, and distances in space (Ginsburg et al, 2003; also see Appendix B). Specific used to specify a unit of one, but to specify something in particular.)…”

Section: Types Of Math Talkmentioning

confidence: 99%

See 1 more Smart Citation

Young children's mathematics references during free play in family childcare settings

Hendershot

2015

Early Child Development and Care

View full text Add to dashboard Cite

This study examined the mathematics talk that children engage in during free play in their non-parental, family child care environments. Audio tapes of children during free play were transcribed and coded for different types of mathematical references using a coding scheme. Types of math talk included: (a) classification, (b) magnitude, (c) enumeration, (d) patterns and shapes, (e) spatial reasons, and (f) part/whole. Results showed that children used spatial relations more than other types of mathematical references. Children's math talk was compared based on their gender and age. Results showed that, on average, children who were older than 40 months referenced mathematics more often than younger children. Also, males were more likely to reference math during free play than were females. Children's math talk was also analyzed in comparison to provider education and experience. It showed that when iii providers had CDA or 2-year degrees, children under their care referenced math more frequently.

show abstract

“…The sessions discussed in this book included playing wit h la rge blocks (called Unit Bloc ks in New Zealand), smaller blocks of different sizes and shapes, Lego blocks including wheel piece s, and other bufldin g mate rials. Sever al research ers, including Ginsburg, Inoue, and Seo (1999); Ginsburg, Lin, Ness, and Seo (2003); and Irwin and Ginsburg (2001), have analysed these videotapes for the different aspects o f mathematical act ivity sh own. Re aders of research in e arly childhood mathematics will be familiar with some of these sources.…”

mentioning

confidence: 99%

Young children’s spatial, geometric, and architectural knowledge: Knowledge under construction

Irwin

2009

Math Ed Res J

View full text Add to dashboard Cite

Young American and Chinese Children's Everyday Mathematical Activity

Cited by 30 publications

References 20 publications

Racial/ethnic differences in kindergartners' reading and math skills: Parents' knowledge of children's development and home‐based activities as mediators

Racial/ethnic differences in kindergartners' reading and math skills: Parents' knowledge of children's development and home‐based activities as mediators

Young children's mathematics references during free play in family childcare settings

Young children’s spatial, geometric, and architectural knowledge: Knowledge under construction

Contact Info

Product

Resources

About