The relation between home numeracy practices and a variety of math skills in elementary school children.
Journal
PloS one
ISSN: 1932-6203
Titre abrégé: PLoS One
Pays: United States
ID NLM: 101285081
Informations de publication
Date de publication:
2021
2021
Historique:
received:
01
12
2020
accepted:
16
07
2021
entrez:
20
9
2021
pubmed:
21
9
2021
medline:
17
11
2021
Statut:
epublish
Résumé
A growing number of studies suggest that the frequency of numeracy experiences that parents provide at home may relate to children's mathematical development. However, the relation between home numeracy practices and children's numerical skills is complex and might depend upon both the type and difficulty of activities, as well as the type of math skills. Studies have also argued that this relation may be driven by factors that are not systematically controlled for in the literature, including socio-economic status (SES), parental math skills and children's IQ. Finally, as most prior studies have focused on preschoolers, it remains unclear to what extent there remains a relation between the home numeracy environment and math skills when children are in elementary school. In the present study, we tested an extensive range of math skills in 66 8-year-olds, including non-symbolic quantity processing, symbolic number understanding, transcoding, counting, and mental arithmetic. We also asked parents to complete a questionnaire about their SES, academic expectations, academic attitudes, and the numeracy practices that they provide at home. Finally, we measured their arithmetic fluency as a proxy for parental math skills. Over and above differences in socio-economic status, parental arithmetic fluency, child's IQ, and time spent with the child, we found a positive relation between the frequency of formal numeracy practices that were at or above grade level and two separate measures of mental arithmetic. We further found that the frequency of these advanced formal numeracy practices was related to parents' academic expectations. Therefore, our study shows that home numeracy experiences predict arithmetic skills in elementary school children, but only when those activities are formal and sufficiently challenging for children.
Identifiants
pubmed: 34543301
doi: 10.1371/journal.pone.0255400
pii: PONE-D-20-37746
pmc: PMC8452026
doi:
Types de publication
Journal Article
Research Support, Non-U.S. Gov't
Langues
eng
Sous-ensembles de citation
IM
Pagination
e0255400Déclaration de conflit d'intérêts
The authors have declared that no competing interests exist.
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