Parental attitudes and beliefs about mathematics and the use of gestures in children’s math development

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development Pub Date : 2025-01-01 DOI:10.1016/j.cogdev.2024.101531

Begüm Yılmaz , Işıl Doğan , Dilay Z. Karadöller , Ö. Ece Demir-Lira , Tilbe Göksun

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Abstract

Children vary in mathematical skills even before formal schooling. The current study investigated how parental math beliefs, parents’ math anxiety, and children's spontaneous gestures contribute to preschool-aged children’s math performance. Sixty-three Turkish-reared children (33 girls, Mage = 49.9 months, SD = 3.68) were assessed on verbal counting, cardinality, and arithmetic tasks (nonverbal and verbal). Results showed that parental math beliefs were related to children’s verbal counting, cardinality and arithmetic scores. Children whose parents have higher math beliefs along with low math anxiety scored highest in the cardinality task. Children’s gesture use was also related to lower cardinality performance and the relation between parental math beliefs and children’s performance became stronger when child gestures were absent. These findings highlight the importance of parent and child-related contributors in explaining the variability in preschool-aged children’s math skills.

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父母对数学的态度和信念以及手势在儿童数学发展中的使用

甚至在接受正规教育之前，孩子们的数学技能就各不相同。本研究调查了父母的数学信念、父母的数学焦虑和儿童自发的手势对学龄前儿童数学表现的影响。对63名土耳其裔儿童（33名女孩，年龄49.9个月，SD = 3.68）进行语言计数、基数和算术任务（非语言和语言）的评估。结果表明，父母的数学信念与儿童的言语计数、基数和算术成绩有关。如果父母对数学有较高的信念，且对数学的焦虑程度较低，那么他们的孩子在“基数”任务中得分最高。儿童的手势使用也与较低的基数表现有关，当儿童的手势不存在时，父母的数学信念与儿童的表现之间的关系变得更强。这些发现强调了父母和儿童相关因素在解释学龄前儿童数学技能差异方面的重要性。

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来源期刊

Cognitive Development Multiple-

CiteScore

3.20

自引率

5.60%

发文量

114

期刊介绍： Cognitive Development contains the very best empirical and theoretical work on the development of perception, memory, language, concepts, thinking, problem solving, metacognition, and social cognition. Criteria for acceptance of articles will be: significance of the work to issues of current interest, substance of the argument, and clarity of expression. For purposes of publication in Cognitive Development, moral and social development will be considered part of cognitive development when they are related to the development of knowledge or thought processes.