Browsing by Author "Susperreguy Jorquera, Maria Ines"

Now showing 1 - 6 of 6
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    Conceptual replication and extension of the relation between the number line estimation task and mathematical competence across seven studies
    (2021) Ellis, Alexa ; Susperreguy Jorquera, Maria Ines; Purpura, David J. ; Davis-Kean, Pamela E.
    A recent meta-analysis demonstrated the overall correlation between the number line estimation (NLE) task and children’s mathematical competence was r = .44 (positively recoded), and this relation increased with age. The goal of the current study was to conceptually replicate and extend these results by further synthesizing this correlation utilizing studies not present in the meta-analysis. Across seven studies, 954 participants, ranging from 3 to 11 years old (Age M = 6.02 years, SD = 1.57), the overall estimation-competence correlations were similar to those of the meta-analysis and ranged from r = −.40 to −.35. The current conceptual replication demonstrated that the meta-analysis captured a stable overall relation between performance on the NLE task and mathematical competence. However, the current study failed to replicate the same moderation of age group presented in the meta-analysis. Furthermore, the current study extended results by assessing the stability and predictive validity of the NLE task while controlling for covariates. Results suggested that the NLE task demonstrated poor stability and predictive validity in the seven samples present in this study. Thus, although concurrent relations replicated, the differential age moderation, lack of stability, and lack of predictive validity in these studies require a more nuanced approach to understanding the utility of the NLE task. Future research should focus on understanding the connection between children’s developmental progression and NLE measurement before further investigating the predictive and diagnostic importance of the task for broader mathematical competence.
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    Home 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, Martha
    We 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.
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    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.
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    Introducción Sección Especial. Aportes de la psicología a la educación
    (2016) Rojas Barahona, Cristian; Susperreguy Jorquera, Maria Ines; Jorquera, Carolina
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    Math Talk Between Children and Mothers and Its Connection to Math-Related Practices in the Home Setting
    (2016) Susperreguy Jorquera, Maria Ines
    Early math skills are crucial for children's later achievement in school. These skills can be fostered by parents in informal contexts in the home in several ways. This chapter looks at how mothers and children talk about math during mealtimes, a context that has proved to promote opportunities for children to learn new words and information, and the links between math talk and math-related practices. Math talk (ie, talk about numbers, number operations, units of measure, or counting) occurring among mother–child dyads is described and analyzed as it occurs in natural exchanges in the home setting. The results show large variability in the frequency with which mothers and children engage in math talk at home. Math talk was also related to the math practices that mothers reported engaging in with their children 1 year later. The implications of these findings for families, teachers, and researchers are also discussed.
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    Special Section Introduction. Contributions of Psychology to Education
    (2016) Rojas Barahona, Cristian; Jorquera, Carolina; Susperreguy Jorquera, Maria Ines