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Understanding Home Math Environments and Math Talks of Children with Low and Middle Socioeconomic Status

Yıl 2022, Cilt: 9 Sayı: 4, 53 - 70, 01.07.2022
https://doi.org/10.17275/per.22.79.9.4

Öz

The early experiences of children play an important role in their mathematical skills. The purpose of this study is to explore home math environment and math talks of preschool children with low and middle socioeconomic status (SES) in their daily life. The participants of the study consisted of 14 children (45-76 months) with low and middle SES and their parents. The home math environments of the children were examined based on the materials at home and the home math activities with their parents. In addition, the natural conversations of children with their parents were recorded and their math talks were analyzed. The findings showed that the number of materials that support mathematics learning in the children’s homes with low SES children is less than children’s with middle SES. The homes of children with low and middle SES parents’ home math activities diversified in terms of the frequency and the types. In addition, parents and their children produced math talks in various categories such as counting, classification, comparison, ordering, spatial perception, operation, measuring and one-to-one corresponding during daily conversations. In all categories, parent-child dyads with middle SES produced more math talks than those with low-SES. SES is an important factor that should be taken into account in parental support to children’s math development

Teşekkür

We would like to thank the families and children for dedication of their time to participate this study.

Kaynakça

  • Akıncı Coşkun, A., & Tezel Şahin, F. (2019). Ev ortamında uygulanan sayı ve işlem eğitim programının ev ortamına etkisinin incelenmesi [Investigation of the effect of number and operation training program applied in home environment on home environment]. In Proceedings of the 2nd International Elementary Education Congress (pp. 897–907). Muğla: Egiten Publication.
  • Altındağ Kumaş, Ö. (2020). Effectiveness of the big math for little kids program on the early mathematics skills of preschool children with a bilingual group. Participatory Educational Research, 7(2), 33-46. doi:10.17275/per.20.18.7.2 Aslan, D. (2020). “Is it a dairy product or food for breakfast?” Impact of preschool attendance on children’s categorical abilities. Issues in Educational Research, 30(3), 809-827. Retrieved from http://www.iier.org.au/iier30/aslan.pdf
  • Aslan, D. (2013). The effects of socioeconomic status on children’s categorization and cross-classification skills. International Journal of Social Sciences & Education, 3(3), 644-657. Retrieved from https://d1wqtxts1xzle7.cloudfront.net/31071653/Paper-11.pdf
  • Bailey, D. H., Siegler, R. S., & Geary, D. C. (2014). Early predictors of middle school fraction knowledge. Developmental Science, 17(5), 775-785. doi:10.1111/desc.12155.
  • Bjorklund, D. F., Hubertz, M. J., & Reubens, A. C. (2004). Young children’s arithmetic strategies in social context: how parents contribute to children’s strategy development while playing games. International Journal of Behavioral Development, 28(4), 347–357. doi:10.1080/01650250444000027
  • Blevins-Knabe, B., & Musun-Miller, L. (1996). Number use at home by children and their parents and its relationship to early mathematical performance. Early Development & Parenting, 5, 35–45. doi:10.1002/(SICI)1099-0917(199603)5:1<35::AID-EDP113>3.0.CO;2-0
  • Burchinal, M., McCartney, K., Steinberg, L., Crosnoe, R., Friedman, S. L., McLoyd, V., & Pianta, R. (2011). Examining the Black-White achievement gap among low-income children using the NICHD study of early child care and youth development. Child Development, 82, 1404–1420. doi:10.1111/j.1467-8624.2011.01620.x
  • Cannon, J., & Ginsburg, H. P. (2008). “Doing the math”: Maternal beliefs about early mathematics versus language learning. Early Education and Development, 19(2), 238-260. doi:10.1080/10409280801963913
  • Compton, D., Love, T. P., Sell, J. (2012). Developing and assessing intercoder reliability in studies of group interaction. Sociological Methodology, 42, 348-364. doi:10.1177/0081175012444860.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.
  • Crosnoe, R., Leventhal, T., Wirth, R. J., Pierce, K. M., & Pianta, R. C. (2010). Family socioeconomic status and consistent environmental stimulation in early childhood. Child Development, 81(3), 972-987. doi:10.1111/j.1467-8624.2010.01446.x.
  • Çankaya, O., & LeFevre, J. A. (2016). The home numeracy environment: What do cross-cultural comparisons tell us about how to scaffold young children’s mathematical skills? In B. Blevins-Knabe & A. Austin (Eds.), Early childhood mathematics skill development in the home environment (pp. 87–104). Cham, Switzerland: Springer.
  • Çelik, M. (2015). Anasınıfına devam eden 60-72 aylık çocukların matematik gelişimlerinin bazı değişkenler açısından incelenmesi [Examining the mathematical development of 60-72 month-old children attending kindergarten in terms of some variables]. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 24, 1-18. Retrieved from https://dergipark.org.tr/en/pub/zgefd/issue/47937/606403
  • Davis-Kean, P. E. (2005). The influence of parent education and family income on child achievement: the indirect role of parental expectations and the home environment. Journal of Family Psychology, 19(2), 294. doi:10.1037/0893-3200.19.2.294
  • Dearing, E., Casey, B. M., Ganley, C. M., Tillinger, M., Laski, E., & Montecillo, C. (2012). Young girls’ arithmetic and spatial skills: The distal and proximal roles of family socioeconomics and home learning experiences. Early Childhood Research Quarterly, 27(3), 458-470. doi:10.1016/j.ecresq.2012.01.002
  • DeFlorio, L., & Beliakoff, A. (2015). Socioeconomic status and preschoolers' mathematical knowledge: The contribution of home activities and parent beliefs. Early Education and Development, 26(3), 319-341. doi:10.1080/10409289.2015.968239
  • Del Río, M. F., Susperreguy, M. I., Strasser, K., & Salinas, V. (2017). Distinct influences of mothers and fathers on kindergartners’ numeracy performance: The role of math anxiety, home numeracy practices, and numeracy expectations. Early Education and Development, 28(8), 939-955. doi:10.1080/10409289.2017.1331662
  • Elliott, L., & Bachman, H. J. (2018). SES disparities in early math abilities: The contributions of parents’ math cognitions, practices to support math, and math talk. Developmental Review, 49, 1-15. doi:10.1016/j.dr.2018.08.001
  • Elliott, L., Braham, E. J., & Libertus, M. E. (2017). Understanding sources of individual variability in parents’ number talk with young children. Journal of Experimental Child Psychology, 159, 1-15. doi:10.1016/j.jecp.2017.01.011
  • Ertürk Kara, H. G. (2019). Okul öncesi dönemde çocuğa evde sunulan desteğin okuma yazmaya hazırlık ve matematik becerileri bağlamında incelenmesi. [Examining the support offered at home to preschool children in the context of literacy preparation and math skills]. Bayburt Eğitim Fakültesi Dergisi, 14(27), 87-105. doi:10.35675/befdergi.422261
  • Gunderson & Levine (2011). Some types of parent number talk count more than others: Relations between parents’ input and children’s cardinal-number knowledge. Developmental Science, 14(5), 1021-1032. doi:10.1111/j.1467-7687.2011.01050.x
  • Gürgah Oğul, İ. & Aktaş Arnas, Y. (2020). Role of mathematics activities and mothers’ maths talk in predicting children’s maths talk and early maths skills. European Early Childhood Education Research Journal. Advanced Online Publication. doi:10.1080/1350293X.2020.1858128.
  • Gürgah Oğul İ., Aslan, D. & Aktaş Arnas, Y. (2018, June). A validity and reliability study of parents’ participation in home math activities scale. Paper presented at 70th OMEP World Assembly and Conference, Prague, Czechia.
  • Hoff, E. (2013). Interpreting the early language trajectories of children from low-SES and language minority homes: Implications for closing achievement gaps. Developmental Psychology, 49, 4-14. doi:10.1037/a0027238
  • Huntsinger, C. S., Jose, P. E., Larson, S. L., Balsink Krieg, D., & Shaligram, C. (2000). Mathematics, vocabulary, and reading development in Chinese American and European American children over the primary school years. Journal of Educational Psychology, 92(4), 745. doi:10.1037/0022-0663.92.4.745
  • İvrendi, A., & Wakefield, A. (2009). Mothers’ and Fathers’ Participation in Mathematical Activities of Their Young Children. In H. Asutay & E. Bayındır (Eds.), Education in Balkans Today–Proceedings of the 5th International Balkan Education and Science Congress (pp. 50–54). Edirne: Trakya University Publication.
  • Kağıtçıbaşı, Ç, & Ataca, B. (2005). Value of children and family change: A three-decade portrait from Turkey. Applied Psychology: An International Review, 54(3), 317–337. Retrieved from https://iaap-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/j.1464-0597.2005.00213.x
  • Karaman, S. & İvrendi, A. (2015). Relationship among preschool period children's mathematical skills, socio-demographic characteristics and socio-dramatic play. Education and Science, 40 (177), 313-326. doi:10.15390/EB.2015.3016
  • Klibanoff, R. S., Levine, S. C., Huttenlocher, J., Vasilyeva, M., & Hedges, L. V. (2006). Preschool children's mathematical knowledge: The effect of teacher" math talk.". Developmental Psychology, 42(1), 59-69. doi:10.1037/0012-1649.42.1.59
  • LeFevre, J. A., Clarke, T., & Stringer, A. P. (2002). Influences of language and parental involvement on the development of counting skills: Comparisons of French-and English-speaking Canadian children. Early Child Development and Care, 172(3), 283-300. doi:10.1080/03004430212127
  • LeFevre, J. A., Skwarchuk, S. L., Smith-Chant, B. L., Fast, L., Kamawar, D., & Bisanz, J. (2009). Home numeracy experiences and children’s math performance in the early school years. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement, 41(2), 55-66. doi:10.1037/a0014532
  • LeFevre, J., Polyzoi, E., Skwarchuk, S. L., Fast, L., & Sowinski, C. (2010). Do home numeracy and literacy practices of Greek and Canadian parents predict the numeracy skills of kindergarten children? International Journal of Early Years Education, 18(1), 55-70. doi:10.1080/09669761003693926
  • Levine, S. C., Ratliff, K. R., Huttenlocher, J., & Cannon J. (2012). Early puzzle play: A predictor of preschoolers’ spatial transformation skills. Developmental Psychology, 48(2), 530-542. doi:10.1037/a0025913
  • Levine, S. C., Suriyakham, L. W., Rowe, M. L., Huttenlocher, J., & Gunderson, E. A. (2010). What counts in the development of young children's number knowledge? Developmental Psychology, 46(5), 1309-1319. doi:10.1037/a0019671
  • McCartney, K., & Phillips, D. (Eds.). (2006). Blackwell handbook of early childhood development. Oxford, UK: Blackwell.
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Yıl 2022, Cilt: 9 Sayı: 4, 53 - 70, 01.07.2022
https://doi.org/10.17275/per.22.79.9.4

Öz

Kaynakça

  • Akıncı Coşkun, A., & Tezel Şahin, F. (2019). Ev ortamında uygulanan sayı ve işlem eğitim programının ev ortamına etkisinin incelenmesi [Investigation of the effect of number and operation training program applied in home environment on home environment]. In Proceedings of the 2nd International Elementary Education Congress (pp. 897–907). Muğla: Egiten Publication.
  • Altındağ Kumaş, Ö. (2020). Effectiveness of the big math for little kids program on the early mathematics skills of preschool children with a bilingual group. Participatory Educational Research, 7(2), 33-46. doi:10.17275/per.20.18.7.2 Aslan, D. (2020). “Is it a dairy product or food for breakfast?” Impact of preschool attendance on children’s categorical abilities. Issues in Educational Research, 30(3), 809-827. Retrieved from http://www.iier.org.au/iier30/aslan.pdf
  • Aslan, D. (2013). The effects of socioeconomic status on children’s categorization and cross-classification skills. International Journal of Social Sciences & Education, 3(3), 644-657. Retrieved from https://d1wqtxts1xzle7.cloudfront.net/31071653/Paper-11.pdf
  • Bailey, D. H., Siegler, R. S., & Geary, D. C. (2014). Early predictors of middle school fraction knowledge. Developmental Science, 17(5), 775-785. doi:10.1111/desc.12155.
  • Bjorklund, D. F., Hubertz, M. J., & Reubens, A. C. (2004). Young children’s arithmetic strategies in social context: how parents contribute to children’s strategy development while playing games. International Journal of Behavioral Development, 28(4), 347–357. doi:10.1080/01650250444000027
  • Blevins-Knabe, B., & Musun-Miller, L. (1996). Number use at home by children and their parents and its relationship to early mathematical performance. Early Development & Parenting, 5, 35–45. doi:10.1002/(SICI)1099-0917(199603)5:1<35::AID-EDP113>3.0.CO;2-0
  • Burchinal, M., McCartney, K., Steinberg, L., Crosnoe, R., Friedman, S. L., McLoyd, V., & Pianta, R. (2011). Examining the Black-White achievement gap among low-income children using the NICHD study of early child care and youth development. Child Development, 82, 1404–1420. doi:10.1111/j.1467-8624.2011.01620.x
  • Cannon, J., & Ginsburg, H. P. (2008). “Doing the math”: Maternal beliefs about early mathematics versus language learning. Early Education and Development, 19(2), 238-260. doi:10.1080/10409280801963913
  • Compton, D., Love, T. P., Sell, J. (2012). Developing and assessing intercoder reliability in studies of group interaction. Sociological Methodology, 42, 348-364. doi:10.1177/0081175012444860.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.
  • Crosnoe, R., Leventhal, T., Wirth, R. J., Pierce, K. M., & Pianta, R. C. (2010). Family socioeconomic status and consistent environmental stimulation in early childhood. Child Development, 81(3), 972-987. doi:10.1111/j.1467-8624.2010.01446.x.
  • Çankaya, O., & LeFevre, J. A. (2016). The home numeracy environment: What do cross-cultural comparisons tell us about how to scaffold young children’s mathematical skills? In B. Blevins-Knabe & A. Austin (Eds.), Early childhood mathematics skill development in the home environment (pp. 87–104). Cham, Switzerland: Springer.
  • Çelik, M. (2015). Anasınıfına devam eden 60-72 aylık çocukların matematik gelişimlerinin bazı değişkenler açısından incelenmesi [Examining the mathematical development of 60-72 month-old children attending kindergarten in terms of some variables]. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 24, 1-18. Retrieved from https://dergipark.org.tr/en/pub/zgefd/issue/47937/606403
  • Davis-Kean, P. E. (2005). The influence of parent education and family income on child achievement: the indirect role of parental expectations and the home environment. Journal of Family Psychology, 19(2), 294. doi:10.1037/0893-3200.19.2.294
  • Dearing, E., Casey, B. M., Ganley, C. M., Tillinger, M., Laski, E., & Montecillo, C. (2012). Young girls’ arithmetic and spatial skills: The distal and proximal roles of family socioeconomics and home learning experiences. Early Childhood Research Quarterly, 27(3), 458-470. doi:10.1016/j.ecresq.2012.01.002
  • DeFlorio, L., & Beliakoff, A. (2015). Socioeconomic status and preschoolers' mathematical knowledge: The contribution of home activities and parent beliefs. Early Education and Development, 26(3), 319-341. doi:10.1080/10409289.2015.968239
  • Del Río, M. F., Susperreguy, M. I., Strasser, K., & Salinas, V. (2017). Distinct influences of mothers and fathers on kindergartners’ numeracy performance: The role of math anxiety, home numeracy practices, and numeracy expectations. Early Education and Development, 28(8), 939-955. doi:10.1080/10409289.2017.1331662
  • Elliott, L., & Bachman, H. J. (2018). SES disparities in early math abilities: The contributions of parents’ math cognitions, practices to support math, and math talk. Developmental Review, 49, 1-15. doi:10.1016/j.dr.2018.08.001
  • Elliott, L., Braham, E. J., & Libertus, M. E. (2017). Understanding sources of individual variability in parents’ number talk with young children. Journal of Experimental Child Psychology, 159, 1-15. doi:10.1016/j.jecp.2017.01.011
  • Ertürk Kara, H. G. (2019). Okul öncesi dönemde çocuğa evde sunulan desteğin okuma yazmaya hazırlık ve matematik becerileri bağlamında incelenmesi. [Examining the support offered at home to preschool children in the context of literacy preparation and math skills]. Bayburt Eğitim Fakültesi Dergisi, 14(27), 87-105. doi:10.35675/befdergi.422261
  • Gunderson & Levine (2011). Some types of parent number talk count more than others: Relations between parents’ input and children’s cardinal-number knowledge. Developmental Science, 14(5), 1021-1032. doi:10.1111/j.1467-7687.2011.01050.x
  • Gürgah Oğul, İ. & Aktaş Arnas, Y. (2020). Role of mathematics activities and mothers’ maths talk in predicting children’s maths talk and early maths skills. European Early Childhood Education Research Journal. Advanced Online Publication. doi:10.1080/1350293X.2020.1858128.
  • Gürgah Oğul İ., Aslan, D. & Aktaş Arnas, Y. (2018, June). A validity and reliability study of parents’ participation in home math activities scale. Paper presented at 70th OMEP World Assembly and Conference, Prague, Czechia.
  • Hoff, E. (2013). Interpreting the early language trajectories of children from low-SES and language minority homes: Implications for closing achievement gaps. Developmental Psychology, 49, 4-14. doi:10.1037/a0027238
  • Huntsinger, C. S., Jose, P. E., Larson, S. L., Balsink Krieg, D., & Shaligram, C. (2000). Mathematics, vocabulary, and reading development in Chinese American and European American children over the primary school years. Journal of Educational Psychology, 92(4), 745. doi:10.1037/0022-0663.92.4.745
  • İvrendi, A., & Wakefield, A. (2009). Mothers’ and Fathers’ Participation in Mathematical Activities of Their Young Children. In H. Asutay & E. Bayındır (Eds.), Education in Balkans Today–Proceedings of the 5th International Balkan Education and Science Congress (pp. 50–54). Edirne: Trakya University Publication.
  • Kağıtçıbaşı, Ç, & Ataca, B. (2005). Value of children and family change: A three-decade portrait from Turkey. Applied Psychology: An International Review, 54(3), 317–337. Retrieved from https://iaap-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/j.1464-0597.2005.00213.x
  • Karaman, S. & İvrendi, A. (2015). Relationship among preschool period children's mathematical skills, socio-demographic characteristics and socio-dramatic play. Education and Science, 40 (177), 313-326. doi:10.15390/EB.2015.3016
  • Klibanoff, R. S., Levine, S. C., Huttenlocher, J., Vasilyeva, M., & Hedges, L. V. (2006). Preschool children's mathematical knowledge: The effect of teacher" math talk.". Developmental Psychology, 42(1), 59-69. doi:10.1037/0012-1649.42.1.59
  • LeFevre, J. A., Clarke, T., & Stringer, A. P. (2002). Influences of language and parental involvement on the development of counting skills: Comparisons of French-and English-speaking Canadian children. Early Child Development and Care, 172(3), 283-300. doi:10.1080/03004430212127
  • LeFevre, J. A., Skwarchuk, S. L., Smith-Chant, B. L., Fast, L., Kamawar, D., & Bisanz, J. (2009). Home numeracy experiences and children’s math performance in the early school years. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement, 41(2), 55-66. doi:10.1037/a0014532
  • LeFevre, J., Polyzoi, E., Skwarchuk, S. L., Fast, L., & Sowinski, C. (2010). Do home numeracy and literacy practices of Greek and Canadian parents predict the numeracy skills of kindergarten children? International Journal of Early Years Education, 18(1), 55-70. doi:10.1080/09669761003693926
  • Levine, S. C., Ratliff, K. R., Huttenlocher, J., & Cannon J. (2012). Early puzzle play: A predictor of preschoolers’ spatial transformation skills. Developmental Psychology, 48(2), 530-542. doi:10.1037/a0025913
  • Levine, S. C., Suriyakham, L. W., Rowe, M. L., Huttenlocher, J., & Gunderson, E. A. (2010). What counts in the development of young children's number knowledge? Developmental Psychology, 46(5), 1309-1319. doi:10.1037/a0019671
  • McCartney, K., & Phillips, D. (Eds.). (2006). Blackwell handbook of early childhood development. Oxford, UK: Blackwell.
  • Melhuish, E. C., Phan, M. B., Sylva, K., Sammons, P., Siraj‐Blatchford, I., & Taggart, B. (2008). Effects of the home learning environment and preschool center experience upon literacy and numeracy development in early primary school. Journal of Social Issues, 64(1), 95-114. doi:10.1111/j.1540-4560.2008.00550.x
  • Missall, K., Robin L. H., Caskie, G. I. L., & Repasky, P. (2015). Home numeracy environments of preschoolers: examining relations among mathematical activities, parent mathematical beliefs, and early mathematical skills. Early Education and Development, 26(3), 356-376. doi:10.1080/10409289.2015.968243
  • Mutaf Yıldız, B., Sasanguie, D., De Smedt, B., & Reynvoet, B. (2018). Frequency of home numeracy activities is differentially related to basic number processing and calculation skills in kindergartners. Frontiers in Psychology, 9, 340. doi:10.3389/fpsyg.2018.00340
  • Orçan Kaçan, M., Angın, D. E., & Cerezci, B. (2019). Dinnertime math conversations between preschoolers and their parents. Journal of Education, Theory and Practical Research 5(3), 392–400. Retrieved from https://dergipark.org.tr/en/pub/ekuad/issue/51148/666829
  • Orçan Kaçan, M., Yazıcı, E., & Kandır, A. (2016). Ebeveynlerin Çocukların Matematik Eğitimine İlişkin Görüşlerinin İncelenmesi [Investigation of Parents’ Views on Children’s Mathematics Education]. Karadeniz Sosyal Bilimler Dergisi, 8(15), 301-319. Retrieved from https://dergipark.org.tr/en/pub/ksbd/issue/27237/286886
  • Pan, Y., Yang, Q., Li, Y., Liu, L., & Liu, S. (2018). Effects of family socioeconomic status on home math activities in urban China: The role of parental beliefs. Children and Youth Services Review, 93, 60-68. doi:10.1016/j.childyouth.2018.07.006
  • Pan, Y., Gauvain, M., Liu, Z., & Cheng, L. (2006). American and Chinese parental involvement in young children's mathematics learning. Cognitive Development, 21(1), 17-35. doi:10.1016/j.cogdev.2005.08.001
  • Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA:Sage Publications
  • Purpura, D. J., & Reid, E. E. (2016). Mathematics and language: Individual and group differences in mathematical language skills in young children. Early Childhood Research Quarterly, 36, 259-268. doi:10.1016/j.ecresq.2015.12.020
  • Ramani, G. B., Rowe, M. L., Eason, S. H., & Leech, K. A. (2015). Math talk during informal learning activities in Head Start families. Cognitive Development, 35, 15-33. doi:10.1016/j.cogdev.2014.11.002
  • Ramani, G. B., & Siegler, R. S. (2008). Promoting broad and stable improvements in low‐income children’s numerical knowledge through playing number board games. Child Development, 79(2), 375-394. doi:10.1111/j.1467-8624.2007.01131.x
  • Sarama, J., & Clements, D. H. (2009). Early childhood mathematics education research: Learning trajectories for young children. New York, NY: Routledge. doi:10.4324/9780203883785
  • Skwarchuk, S. L. (2009). How do parents support preschoolers’ numeracy learning experiences at home?. Early Childhood Education Journal, 37(3), 189-197. doi:10.1007/s10643-009-0340-1
  • Skwarchuk, S. L., Sowinski, C., & LeFevre, J. (2014). Formal and informal home learning activities in relation to children’s early numeracy and literacy skills: The development of a home numeracy model. Journal of Experimental Child Psychology, 121, 63–84. doi:10.1016/j. jecp.2013.11.006.
  • Son, S. H., & Morrison, F. J. (2010). The nature and impact of changes in home learning environment on development of language and academic skills in preschool children. Developmental Psychology, 46(5), 1103-1118. doi:10.1037/a0020065
  • Sonnenschein, S., Galindo, C., Metzger, S. R., Thompson, J. A., Huang, H. C., Lewis H. (2012). Parents’ beliefs about children’s math development and children’s participation in math activities. Child Development Research, 2012, 1-13. doi:10.1155/2012/851657
  • Sonnenschein, S., Metzger, R., & Thompson, J. A. (2016). Low-income parents’ socialization of their preschoolers’ early reading and math skills. Research in Human Development, 13(3), 207–224. doi:10.1080/15427609.2016.1194707
  • Susperreguy, M. I., & Davis-Kean, P. E. (2016). Maternal math talk in the home and math skills in preschool children. Early Education and Development, 27(6), 841-857. doi:10.1080/10409289.2016.1148480
  • Susperreguy, M. I., Douglas, H., Xu, C., Molina-Rojas, N., & LeFevre, J. A. (2020). Expanding the home numeracy model to Chilean children: Relations among parental expectations, attitudes, activities, and children’s mathematical outcomes. Early Childhood Research Quarterly, 50, 16–28. doi:10.1016/j.ecresq.2018.06.010
  • Tudge, J. R., & Doucet, F. (2004). Early mathematical experiences: Observing young Black and White children’s everyday activities. Early Childhood Research Quarterly, 19(1), 21-39. doi:10.1016/j.ecresq.2004.01.007
  • Vandermaas-Peeler, M., Westerberg, L. & Fleishman, H. (2019). Bringing known and new: Inquiry and intersubjectivity in parent-child interactions. Learning, Culture and Social Interaction, 21, 124-135. doi:10.1016/j.lcsi.2019.02.011
  • Vandermaas-Peeler, M., Boomgarden, E., Finn, L. & Pittard, C. (2012). Parental support of numeracy during a cooking activity with four-year-olds. International Journal of Early Years Education, 20(1), 78-93. doi:10.1080/09669760.2012.663237
  • Vandermaas‐Peeler, M., Nelson, J., Bumpass, C., & Sassine, B. (2009). Numeracy‐related exchanges in joint storybook reading and play. International Journal of Early Years Education, 17(1), 67-84. doi:10.1080/09669760802699910
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  • Yin, R. K. (2014). Case study research: Design and methods (5th ed.). Thousand Oaks, CA: Sage Publications.
Toplam 60 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Articles
Yazarlar

İrem Gürgah Oğul 0000-0002-0419-4776

Yaşare Aktaş Arnas 0000-0002-0738-9325

Yayımlanma Tarihi 1 Temmuz 2022
Kabul Tarihi 25 Ocak 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 9 Sayı: 4

Kaynak Göster

APA Gürgah Oğul, İ., & Aktaş Arnas, Y. (2022). Understanding Home Math Environments and Math Talks of Children with Low and Middle Socioeconomic Status. Participatory Educational Research, 9(4), 53-70. https://doi.org/10.17275/per.22.79.9.4