Math talk by mothers, fathers, and toddlers: Differences across materials and associations with children’s math understanding

Abstract

Learning words for numbers, shapes, spatial relations, and magnitudes—“math talk”—relies on input from caregivers. Language interactions between caregivers and children are situated in activity contexts and likely affected by available materials. Here, we examined how play materials influence the math talk directed to and produced by young children. We video-recorded parents (mothers and fathers; English- and/or Spanish-speaking) and their 24- to 36-month-olds during play with four sets of materials, transcribed and coded types of parent and toddler math words/phrases, and assessed toddlers’ understanding of number, shape, and spatial relations terms. Categories of math words varied by materials. Numeracy talk (e.g., “one,” “two,” “first,” “second”) was more frequent during interactions with a picture book and toy grocery shopping set than with a shape sorter or magnet board; the reverse held for spatial talk (e.g., “out,” “bottom,” “up,” “circle”). Parent math talk predicted toddler math talk, and both parent and toddler math talk predicted toddlers’ understanding of spatial and number words. Different materials provide unique opportunities for toddlers to learn abstract math words during interactions with caregivers, and such interactions support early math cognition.