拉丁照顾者数学谈话跨情境及其与儿童数学成绩的关系

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly Pub Date : 2025-02-22 DOI:10.1016/j.ecresq.2025.02.013

Gigliana Melzi, Paola Montúfar Soria, Verónica Mesalles

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引用次数: 0

摘要

照料者数学谈话是幼儿数学学习的重要机制。本研究调查了美国拉丁裔低收入照顾者使用的数学谈话的数量、内容和实用意图，并探讨了与儿童数学成绩的并发关联。73名护理员被要求教他们的学龄前儿童摆桌子和分享一本没有文字的绘本。与分享书籍的任务相比，照顾者在家务任务中产生并引出了更多的数学话题。照顾者仅在家务任务中的数学谈话与数学结果显著负相关。研究结果指出，需要考虑家庭参与数学学习的背景，以及照顾者如何为孩子构建数学学习体验。

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Latine caregiver math talk across contexts and its relation to child math outcomes

Caregiver math talk is an important mechanism for young children's math learning. The present study examined the amount, content, and pragmatic intent of math talk used by U.S. Latine caregivers with low incomes and explored concurrent associations to child math outcomes. Seventy-three caregivers were asked to teach their preschool-aged children to set the table and share a wordless picture book. Caregivers produced and elicited more math talk in the household chore task compared to the book-sharing task. Caregiver math talk in the household chore task only was significantly and negatively related to math outcomes. Results point to the need to consider the contexts in which families engage in math learning and how caregivers construct math learning experiences for their children.

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来源期刊

Early Childhood Research Quarterly Multiple-

CiteScore

7.00

自引率

8.10%

发文量

109

期刊介绍： For over twenty years, Early Childhood Research Quarterly (ECRQ) has influenced the field of early childhood education and development through the publication of empirical research that meets the highest standards of scholarly and practical significance. ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age). The journal also occasionally publishes practitioner and/or policy perspectives, book reviews, and significant reviews of research. As an applied journal, we are interested in work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.