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ERIC Number: EJ1053644
Record Type: Journal
Publication Date: 2015
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1040-9289
EISSN: N/A
Home Numeracy Environments of Preschoolers: Examining Relations among Mathematical Activities, Parent Mathematical Beliefs, and Early Mathematical Skills
Missall, Kristen; Hojnoski, Robin L.; Caskie, Grace I. L.; Repasky, Patrick
Early Education and Development, v26 n3 p356-376 2015
Research Findings: Early mathematical skills and knowledge are strongly related to long-term achievement, and yet the knowledge base regarding the mechanisms through which young children develop these skills and knowledge is limited. Although research has examined the relation of the home numeracy environment and children's early mathematics performance, results have been equivocal. The purpose of this study was 2-fold: (a) to describe parent-reported home mathematical activities and beliefs about mathematics and (b) to examine the relation between these constructs and preschool-age children's general school readiness skills as well as specific numeracy-related skills. Practice or Policy: Descriptive results suggest that parents engage in a range of mathematical activities in the home with varying frequency. Furthermore, results indicate relations between parent-reported mathematical activities and beliefs, but no statistically significant relations with preschool children's early mathematics performance were demonstrated.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Bracken Basic Concept Scale
Grant or Contract Numbers: N/A