Methods Used to Code Adult-Child Mathematical Interactions and the Association With Children's Mathematical Skills: A Systematic Review and Meta-Analysis

IF 2.8 4区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Infant and Child Development Pub Date : 2025-07-26 DOI:10.1002/icd.70043

Hanna Weiers, Felicity Slocombe, Ella James-Brabham, Camilla Gilmore

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Abstract

Individual differences in mathematical skills emerge early and are influenced by a range of cognitive and environmental factors. One of these is the Home Mathematics Environment (HME), which includes adult-child mathematics talk. Nevertheless, large variations in methods used to investigate and code adult-child mathematics talk exist. We conducted a pre-registered systematic review (N = 108) of the methods used to code adult-child mathematics talk in children aged 8 years or younger. We identified nine different categories of coding methods. A multi-level meta-analysis with studies additionally reporting children's mathematics skills (291 effect sizes) revealed a small but significant correlation between adult-child mathematics talk and children's mathematics skills (r = 0.072). This was significantly moderated by coding category, implying that some aspects of the interaction are more important than others. This review highlights different methods for coding adult-child mathematical talk, enabling researchers to make informed decisions about how to code interactions.

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用于编码成人-儿童数学互动的方法及其与儿童数学技能的关系：系统回顾和元分析

数学技能的个体差异很早就显现出来，并受到一系列认知和环境因素的影响。其中之一是家庭数学环境（HME），其中包括成人与儿童的数学谈话。然而，用于调查和编码成人-儿童数学谈话的方法存在很大差异。我们进行了一项预注册的系统评价（N = 108），用于编码8岁或8岁以下儿童的成人-儿童数学谈话的方法。我们确定了九种不同的编码方法。对报告儿童数学技能的研究（效应量为291）进行的多层次元分析显示，成人-儿童数学谈话与儿童数学技能之间存在小而显著的相关性（r = 0.072）。这被编码类别显著地缓和了，这意味着交互的某些方面比其他方面更重要。这篇综述强调了编码成人-儿童数学对话的不同方法，使研究人员能够就如何编码交互做出明智的决定。

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来源期刊

Infant and Child Development PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

2.90

自引率

9.10%

发文量

期刊介绍： Infant and Child Development publishes high quality empirical, theoretical and methodological papers addressing psychological development from the antenatal period through to adolescence. The journal brings together research on: - social and emotional development - perceptual and motor development - cognitive development - language development atypical development (including conduct problems, anxiety and depressive conditions, language impairments, autistic spectrum disorders, and attention-deficit/hyperactivity disorders)