Research has shown that parent-child engagement in math activities has a significant positive impact on children’s mathematics achievement, and that the more parents interact with their children through mathematics, the more likely children are to experience higher levels of math achievement. Yet, studies also show that parents’ mathematics engagement with their young children is largely limited or uninformed. As evidence mounts supporting the importance of kindergarten math-readiness and its role in the future success of students, it is critical that researchers study the ways in which the home numeracy environment (HNE) shapes a child’s math knowledge in the early years, especially for children from under-resourced communities who are most at risk for school failure. The present study, through a digital survey and semi-structured interviews, used the RESET framework (Role, Expectations, Skills, Efficacy, Time) to examine the HNEs of 23 parents of four and five-year-old children. The RESET framework is a new tool that takes a critical look at the factors that most influence the math-activity participation of parents, and how these different factors may interact with one another to impact parent-child math activity. The results of this study may provide researchers with new tools and approaches for studying the HNE, leading to the creation of better parent-engagement programs, increases in parent-child math activity, and higher math achievement for children - especially for those children most at risk for lack of school-readiness.
Anastasia Betts, University at Buffalo, State University of New York, United States
Stream: Learning Experiences
This paper is part of the IICEHawaii2021 Conference Proceedings (View)
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