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ERIC Number: EJ1221187
Record Type: Journal
Publication Date: 2019
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0256-8543
EISSN: N/A
Increasing Family Mathematics Play Interactions through a Take-Home Math Bag Intervention
Linder, Sandra M.; Emerson, Andrea
Journal of Research in Childhood Education, v33 n3 p323-344 2019
This research study begins to explore how a take-home bag intervention (Project MathPack) focused on early childhood mathematics can potentially increase family mathematics play interactions. The primary aim of Project MathPack was to build more effective mathematics environments in home settings and to provide embedded professional development for parents to understand how to engage in mathematics play with young children. Through an overall case study design, nine participant dyads (parent/child) engaged in a 5-week intervention where they received weekly MathPacks that promoted mathematical interactions through guided play tasks. Prior to and following the intervention, the research team interviewed participants regarding their beliefs and practices related to early childhood mathematics in home environments. In addition, the research team recorded observations of play interactions to examine changes following the intervention. Significant increases in mathematics interactions between parents and children occurred from pre- to postintervention. Further, parents showed shifts in beliefs related to their role during mathematics play and increased motivation for engaging in mathematics play with their child. These findings support increased opportunities to engage families in mathematical play. Findings also support take-home bags as a nonintrusive intervention that helps families understand how to engage in mathematical play.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A