Learning to Parent Mathematically: Critical Factors in Parent-Child Math Engagement

North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/

Y

10

Parent Child Relationship; Mathematics; Family Environment; Parent Role; Learner Engagement; Preschool Children; Early Childhood Education; Parenting Styles; Mathematics Skills; Knowledge Level; Parent Attitudes

Dramatic differences in children's math knowledge at school entry are thought to originate in the Home Math Environment (HME), where parents and caregivers are the primary provider of experiences that influence children's early math knowledge development. Little is known about what informs parent decision-making around "mathematical parenting" (i.e., parents' cognitions, motivations, and behaviors that impact and influence child math development in the HME). This study uses the RESET Framework and survey instrument to investigate parents' mathematical parenting perceptions (n = 847) across the domains of Role, Expectations, Skills, Efficacy, and Time. Parent self-reports of early childhood math knowledge and of shared math activity are also examined to shed light on the factors that influence mathematical parenting of 4-5-year-old children in the home. [For the complete proceedings, see ED658295.]

As Provided

2024

ED658360