Exploring opportunities for math learning within parent–infant interactions

Kathryn A. Leech; Kaitlin Herbert; Qianru Tiffany Yang; Meredith L. Rowe

doi:10.1002/icd.2271

journal article Oct 10, 2021

Exploring opportunities for math learning within parent–infant interactions

Kathryn A. Leech

Kaitlin Herbert Qianru Tiffany Yang Meredith L. Rowe

Infant and Child Development Vol. 31 No. 2 · Wiley

View at Publisher Save 10.1002/icd.2271

Abstract

AbstractChildren's mathematical knowledge at school entry varies considerably and predicts long‐term achievement outcomes. Differences in children's exposure to math and number talk at home may help to explain variations in school‐entry math ability. However, nearly all research on exposure to math and number talk has been conducted with parents and preschool‐aged children. This longitudinal study examined to what extent parents talk about math with their 10‐, 14‐ and 18‐month infants during play. Additional analyses examined factors to explain variation in parent math talk at the family level (socio‐economic status), parent level (beliefs about children's mathematical development) and child level (gender). Transcripts of dyadic play sessions were coded for references to numbers and math concepts (e.g., first, many, more). It was found that parents do talk about numbers and math concepts with infants, albeit rarely, and such language increases in frequency and complexity over time. Parents use more statements than questions about math, and most often reference small‐number terms (1–3). Neither socio‐economic status nor beliefs were predictive of parental math talk. However, parents used significantly more math references over time with boys than girls. The results are discussed in terms of the importance of social interactions during infancy in fostering children's mathematical knowledge.

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References

Details

Published: Oct 10, 2021
Vol/Issue: 31(2)
License: View

Authors

K

Kathryn A. Leech

(UNC). School of Education University of North Carolina at Chapel Hill Chapel Hill North Carolina USA

K

Kaitlin Herbert

Vanderbilt University Nashville Tennessee USA

Q

Qianru Tiffany Yang

(Vanderbilt). Peabody College of Education and Human Development Graduate School of Education Harvard University Cambridge Massachusetts USA

M

Meredith L. Rowe

(Vanderbilt). Peabody College of Education and Human Development Graduate School of Education Harvard University Cambridge Massachusetts USA

Funding

National Institute of Child Health and Human Development Award: R21HD078771

Cite This Article

Kathryn A. Leech, Kaitlin Herbert, Qianru Tiffany Yang, et al. (2021). Exploring opportunities for math learning within parent–infant interactions. Infant and Child Development, 31(2). https://doi.org/10.1002/icd.2271

Exploring opportunities for math learning within parent–infant interactions

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