Math Talk in Play Contexts: Relations Between Parent and Child Math Language and Early Math Skills

Abstract

Math language plays a crucial role in early math skill development. However, previous studies have measured math language using children’s knowledge or the environmental input of mathematical language, often limiting the scope to specific types of mathematical language. This study examined both numerical (e.g., number-related) and non-numerical (e.g., geometry, measurement, and spatial relations) mathematical expressions used by parents and young children during play and explored how combinations of these math language types related to early math skills. Fifty-eight children aged four to six years and their parents participated in laboratory-based tasks, including a 15-minute play session and a standardized math assessment. The results showed that numerical and non-numerical expressions were used at similar frequencies, and there were strong correlations between parents’ and children’s math language across various types. Mediation analyses revealed that children’s use of math language mediated the relation between the mathematical input they received and their early math skills, but this effect emerged only when advanced numerical and geometry language was considered. These findings emphasize the significance of children’s active use of math language and highlight the need to integrate numerical and non-numerical content in research on early mathematical development.