Browsing by Author " LeFevre, Jo-Anne"
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- ItemCross-Cultural Comparisons of Home Numeracy and Literacy Environments: Canada, Mexico, and Chile(MDPI, 2022) Susperreguy Jorquera, María Inés; Jiménez Lira, Carolina; LeFevre, Jo-AnneHome numeracy and literacy environments are related to the development of children’s early academic skills. However, the home learning environments of preschool children have been mainly explored with children from North America, Europe, and Asia. In this study we assessed the home numeracy and literacy environments of three-to-five-year-old children from Mexico (n = 54) and Chile (n = 41) and compared the patterns of results to those of children from Canada (n = 42). Parents completed a questionnaire about their expectations for children’s academic performance prior to Grade 1 and the home numeracy and literacy activities they provide for their children. To analyze differences among countries in the home learning environments, we performed mixed and one-way ANOVAs (Analysis of Variance), followed-up by post-hoc comparisons. Mexican parents had higher expectations for children’s early skills than Chileans or Canadians. The frequency with which Mexican, Canadian, and Chilean parents reported home numeracy and literacy activities showed both similarities and differences. Our findings speak to the importance of developing culturally sensitive models of early home learning environments and illustrate the complexities of comparing home learning environments across countries.
- ItemDevelopment of children's number line estimation in primary school: Regional and curricular influences(Elsevier Science Inc., 2023) Xu, Chang; Burr, Sabrina Di Lonardo; LeFevre, Jo-Anne; Skwarchuk, Sheri-Lynn; Osana, Helena P.; Maloney, Erin A.; Wylie, Judith; Simms, Victoria; Susperreguy Jorquera, Maria Inés; Douglas, Heather; Lafay, AnneIs the development of number line estimation (NLE) similar across regions? Data from Canada (Quebec, n = 67, Mage = 7.9 years; Manitoba, n = 177, Mage = 7.8 years), Chile (n = 81, Mage = 7.9 years), and Northern Ireland (n = 171, Mage = 7.3 years) were analyzed. Twice, approxi-mately one year apart, students completed a 0-1000 NLE task and other mathematical tasks. Using latent profile analysis, students' estimates were classified as belonging to either a uniform or variable profile. At Time 1, estimation accuracy differed across regions, but at Time 2, patterns of performance were similar. Regional variations in improvements were related to curricular de-mands. Moreover, mini meta-analyses of the associations between NLE and other mathematical tasks revealed medium effect sizes. Overall, the NLE task can provide insights into concurrent and longitudinal mathematics achievement, but educational experiences should be considered when comparing performance across regions.
- ItemHome Learning Environments of Children in Mexico in Relation to Socioeconomic Status(2021) Susperreguy Jorquera, Maria Ines; Jiménez Lira, Carolina; Xu, Chang; LeFevre, Jo-Anne; Blanco Vega, Humberto; Benavides Pando, Elia Verónica; Ornelas Contreras, MarthaWe explored the home learning environments of 173 Mexican preschool children (aged 3-6 years) in relation to their numeracy performance. Parents indicated the frequency of their formal home numeracy and literacy activities, and their academic expectations for children's numeracy and literacy performance. Children completed measures of early numeracy skills. Mexican parent-child dyads from families with either high- or low-socioeconomic status (SES) participated. Low-SES parents (n = 99) reported higher numeracy expectations than high-SES parents (n = 74), but similar frequency of home numeracy activities. In contrast, high-SES parents reported higher frequency of literacy activities. Path analyses showed that operational (i.e., advanced) numeracy activities were positively related to children's numeracy skills in the high- but not in the low-SES group. These findings improve the understanding of the role of the home environment in different contexts and provide some insights into the sources of the variable patterns of relations between home learning activities and children's numeracy outcomes. They also suggest that SES is a critical factor to consider in research on children's home numeracy experiences.
- ItemHome mathematics environment and math performance of Chilean students in kindergarten and Grades 1 to 3(Elsevier Ltd, 2022) Susperreguy Jorquera, María Inés; Di Lonardo Burr, Sabrina; Douglas, Heather; Xu, Chang; LeFevre, Jo-Anne; Río, María Francisca del; Salinas Ulloa, Viviana MonzerratWe investigated whether home math activities were related to children's math performance in kindergarten and the first three years of primary school. Participants were Chilean parents and their children in kindergarten, Grade 1, Grade 2, and Grade 3 (ns = 101, 95, 87, and 84, respectively). Mothers and fathers independently answered questions about their math activities at home, provided sociodemographic information, and completed an arithmetic fluency task. Children completed measures of applied problem solving, calculation, and arithmetic fluency. For kindergarten children, we found that mothers’ (but not fathers’) reports of the frequency of operational (e.g., mental arithmetic) activities were positively related to children's math performance, whereas mothers’ reports of the frequency of mapping (e.g., counting, number naming) math activities were negatively correlated with performance. For children in Grades 1–3, home math activities were not significant unique predictors of math outcomes. The socioeconomic status of children's schools and maternal math fluency predicted children's math performance in Grades 1–3. The implications of these findings are discussed for understanding how children's home environments are related to their mathematical development.
- ItemNext Directions in Measurement of the Home Mathematics Environment: AnInternational and Interdisciplinary Perspective(2021) Byrd Hornburg, Caroline; Borriello, Giulia A.; Kung, Melody; Lin, Joyce; Litkowski, Ellen; Cosso, Jimena; Ellis, Alexa; King, Yemimah A.; Zippert, Erica; Cabrera, Natasha J.; Davis-Kean, Pamela; Sarah H. Eason; Hart, Sara A.; Iruka, Iheoma U.; LeFevre, Jo-Anne; Simms, Victoria; Susperreguy Jorquera, María Inés; Cahoon, Abbie; Chan, Winnie Wai Lan; Cheung, Sum Kwing; Coppola, Maria; De Smedt, Bert; Elliott, Leanne; Estévez-Pérez, Nancy; Gallagher-Mitchell, Thomas; Gardner-Neblett, Nicole; Gilmore, Camilla; Leyva, Diana; Maloney, Erin A.; Manolitsis, George; Melzi, Gigliana; Mutaf-Yıldız, Belde; Nelson, Gena; Niklas, Frank; Pan, Yuejuan; B. Ramani, Geetha; Skwarchuk, Sheri-Lynn; Sonnenschein, Susan; Purpura, David J.This paper synthesizes findings from an international virtual conference, funded by the National Science Foundation (NSF), focused on the home mathematics environment (HME). In light of inconsistencies and gaps in research investigating relations between the HME and children’s outcomes, the purpose of the conference was to discuss actionable steps and considerations for future work. The conference was composed of international researchers with a wide range of expertise and backgrounds. Presentations and discussions during the conference centered broadly on the need to better operationalize and measure the HME as a construct – focusing on issues related to child, family, and community factors, country and cultural factors, and the cognitive and affective characteristics of caregivers and children. Results of the conference and a subsequent writing workshop include a synthesis of core questions and key considerations for the field of research on the HME. Findings highlight the need for the field at large to use multi-method measurement approaches to capture nuances in the HME, and to do so with increased international and interdisciplinary collaboration, open science practices, and communication among scholars.
- ItemNumber line development of Chilean children from preschool to the end of kindergarten(2021) Xu, Chang; Di Lonardo Burr, Sabrina; Douglas, Heather; Susperreguy Jorquera, María Inés; LeFevre, Jo-AnneChildren’s performance on number line tasks reflects their developing number system knowledge. Before 5 years of age, most children perform poorly on even the simplest number lines (i.e., 0–10). Our goal was to understand how number line skills develop before formal schooling. Chilean preschoolers attempted a 0–10 number line task three times over 2 years: at the beginning of pre-kindergarten (M = 4:7 [years;months]; Time 1), at the end of pre-kindergarten (M = 5:0; Time 2), and at the end of kindergarten (M = 5:10; Time 3). We used latent class analysis to group children according to their patterns of performance across number targets. At Time 1, 86% of children had error patterns indicating that they randomly placed estimates on the line. At Time 2, 56% of children continued to respond randomly. At Time 3, 56% of children showed competent performance across the number line, 23% were accurate only near the endpoints, and 21% were accurate only for low target numbers near the origin. Latent transition analyses showed that the transition from less to more proficient estimation classes was predicted by children’s number identification skills. Thus, number line performance changed dramatically from 4 to 6 years of age as children began to develop the cognitive and numerical skills necessary to accurately estimate numbers on a number line.
- ItemRelations between the Home Learning Environment and the Literacy and Mathematics Skills of Eight-Year-Old Canadian Children(MDPI, 2022) Skwarchuk, Sheri-Lynn; Douglas, Heather; Cahoon, Abbie; LeFevre, Jo-Anne; Xu, Chang; Roy, Emilie; Simms, Victoria; Wylie, Judith; Maloney, Erin A.; Osana, Helena P.; Susperreguy Jorquera, María InésThe home learning environment includes parental activities, attitudes, affect, knowledge, and resources devoted to supporting children's development, including literacy and mathematics skills. These factors are related to the academic performance of preschool children (aged 3 to 6 years), before formal schooling and possibly beyond. In the present research, we examined the home learning environment of Canadian families as reported by either the mother (n = 51) or father (n = 30) of their Grade 3 child (n = 81; M-age = 8.7 years; range 8 to 9 years of age). Importantly, mothers' and fathers' reports of the home learning environment for school children were similar. For literacy, parents' knowledge of children's books and attitudes toward literacy were related to children's vocabulary skills; home literacy was not related to word reading skills. For mathematics, parents' reports of the frequency of activities such as practicing arithmetic facts and their attitudes toward mathematics were related to children's arithmetic fluency. Other aspects of the home learning environment (time spent helping with homework, parents' math anxiety) were not related to children's performance. These results suggest some continuity between home learning environments and academic skills after children's transition to school.
- ItemThe role of mathematical vocabulary in the development of mathematical skills for Spanish-speaking students(2024) Susperreguy Jorquera, María Inés; Di Lonardo Burr, Sabrina M.; Xu, Chang ; Douglas, Heather P.; Bourque, Taeko; Río, M. Francisca del; Viviana, Salinas; LeFevre, Jo-AnneDoes mathematical vocabulary predict the change in students’ performance on mathematical tasks from one academic year to the next? Chilean Spanish-speaking students (N = 87) completed measures of mathematical vocabulary, mathematical skills (i.e., arithmetic fluency, calculation, and applied problems), receptive vocabulary, and working memory in Grade 2 (T1, Mage = 7:11 years:months, SD = 0:5, 46% girls). One year later (T2) they completed the same mathematical measures. Concurrent relations were found between mathematical vocabulary and the three mathematical skills at both time points. Together, general and mathematical vocabulary at T1 explained significant unique variance in the change in applied problems and calculation from T1 to T2. For calculation however, only mathematical vocabulary predicted significant unique variance in the change from T1 to T2. Change in arithmetic fluency was only predicted by working memory. These results address the roles of general and mathematical vocabulary in students’ mathematical development in elementary school.
- ItemWalking another pathway: The inclusion of patterning in the pathways to mathematics model(Elsevier Science Inc., 2022) Di Lonardo Burr, Sabrina M.; Xu, Chang; Douglas, Heather; LeFevre, Jo-Anne; Susperreguy Jorquera, María InésAccording to the Pathways to Mathematics model [LeFevre et al. (2010), Child Development, Vol. 81, pp. 1753-1767], children's cognitive skills in three domains-linguistic, attentional, and quantitative-predict concurrent and future mathematics achievement. We extended this model to include an additional cognitive skill, patterning, as measured by a non-numeric repeating patterning task. Chilean children who attended schools of low or high socioeconomic status (N = 98; 54% girls) completed cognitive measures in kindergarten (M-age = 71 months) and numeracy and mathematics outcomes 1 year later in Grade 1. Patterning and the original three pathways were correlated with the outcomes. Using Bayesian regressions, after including the original pathways and mother's education, we found that patterning skills predicted additional variability in applied problem solving and arithmetic fluency, but not number ordering, in Grade 1. Similarly, patterning skills were included in the best model for applied problem solving and arithmetic fluency, but not for number ordering, in Grade 1. In accord with the hypotheses of the original Pathways to Mathematics model, patterning varied in its unique and relative contributions to later mathematical performance, depending on the demands of the tasks. We conclude that patterning is a useful addition to the Pathways to Mathematics model, providing further insights into the range of cognitive precursors that are related to children's mathematical development.