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Parent-Child Number Application Activities Predict Children’s Math Trajectories From Preschool to Primary School
Xiao Zhang1; Bi Ying Hu2; Xinzhuo Zou1; Lixin Ren3
2020-11
Source PublicationJournal of educational psychology
ISSN0022-0663
Volume112Issue:8Pages:1521-1531
Other Abstract

This study (N 196) examined the extent to which the frequency of parent–child math activities in preschool was associated with children’s developmental trajectories of math skills from preschool to primary school. Parents reported the frequency of their involvement in a variety of math activities with their preschool children. Children were tested individually on their formal (i.e., math knowledge that involves verbal or written symbolism, such as rote counting and written computation) and informal (i.e., object-based numeration and operations, such as number line concepts and object-based calculation) math skills from preschool to first grade. The results showed that the frequency of parent–child formal math activities, including number skill and book activities, was not associated with children’s formal or informal math trajectories. In contrast, the frequency of informal math activities, including number game and application activities, was associated with formal math skill levels in preschool. More important, parental involvement in application activities in preschool significantly predicted the rate of growth in formal math skills through first grade. This predictive relation persisted after controlling for the other three types of math activities and other child- and family-level variables. The findings underscore the importance of early parent–child application activities in engendering possible long-term effects on children’s math skill development.

KeywordApplication Home Math Activities Math Learning Parental Involvement
DOI10.1037/edu0000457
Indexed BySSCI
Language英語English
WOS Research AreaPsychology
WOS SubjectPsychology, Educational
WOS IDWOS:000585875900004
PublisherAMER PSYCHOLOGICAL ASSOC, 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
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Cited Times [WOS]:16   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionFaculty of Education
Corresponding AuthorXiao Zhang
Affiliation1.The University of Hong Kong
2.University of Macau
3.East China Normal University
Recommended Citation
GB/T 7714
Xiao Zhang,Bi Ying Hu,Xinzhuo Zou,et al. Parent-Child Number Application Activities Predict Children’s Math Trajectories From Preschool to Primary School[J]. Journal of educational psychology,2020,112(8):1521-1531.
APA Xiao Zhang,Bi Ying Hu,Xinzhuo Zou,&Lixin Ren.(2020).Parent-Child Number Application Activities Predict Children’s Math Trajectories From Preschool to Primary School.Journal of educational psychology,112(8),1521-1531.
MLA Xiao Zhang,et al."Parent-Child Number Application Activities Predict Children’s Math Trajectories From Preschool to Primary School".Journal of educational psychology 112.8(2020):1521-1531.
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