Browsing by Author "Simms, Victoria"

Now showing 1 - 4 of 4
  • Thumbnail Image
    Item
    Development 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, Anne
    Is 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.
  • Thumbnail Image
    Item
    International comparisons of the home mathematics environment and relations with children's mathematical achievement
    (British Psychological Society, 2023) Ellis, Alexa; Cosso, Jimena; Duncan, Robert J.; Susperreguy Jorquera, Maria Ines; Simms, Victoria; Purpura, David J.
    Background: Home mathematics environment (HME) research has focused on parent-child interactions surrounding numerical activities as measured by the frequency of engaging in such activities. However, HME survey questions have been developed from limited perspectives (e.g., Early Childhood Research Quarterly, 27, 2012, 231; Journal of Social Issues, 64, 2008, 95; Early childhood mathematics education research: Learning trajectories for young children, Routledge, New York, 2009), by researchers from a small subset of countries (15; Psychological Bulletin, 147, 2020, 565), which may skew our interpretations.Aims and Sample: This study broadened international representation by leveraging secondary data from the 2019 TIMSS to examine the variation of the frequency and reliability of the HME scale and its relation to children's mathematical achievement. Across 54 countries, 231,138 parents and children (M-age = 10.22 years; 51% male) participated in the larger study.Methods: Parents completed a retrospective home environment survey and children were assessed on mathematics skills. Basic frequency descriptive statistics, Cronbach's alpha reliability coefficients, and Pearson's r correlation coefficients were used to assess variability across countries.Results: Findings suggested that families in certain countries engaged in home mathematics activities more frequently than families in other countries; however, the HME scale demonstrated acceptable internal consistency across families in all countries (M a = .79; range = [.73, .89]). Further, the average relation between HME and mathematical achievement was r = .15 with a range between r = .02 to r = .41.Conclusion: Our results indicate substantial variation across countries in the HME-mathematical achievement association. These findings underscore the importance of international representation in advancing research on the diversity of a child's home environment.
  • Thumbnail Image
    Item
    Next 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.
  • Thumbnail Image
    Item
    Relations 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 Inés
    The 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.