Home mathematics environment and math performance of Chilean students in kindergarten and Grades 1 to 3

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dc.catalogadorgjm
dc.contributor.authorSusperreguy Jorquera, María Inés
dc.contributor.authorDi Lonardo Burr, Sabrina
dc.contributor.authorDouglas, Heather
dc.contributor.authorXu, Chang
dc.contributor.authorLeFevre, Jo-Anne
dc.contributor.authorRío, María Francisca del
dc.contributor.authorSalinas Ulloa, Viviana Monzerrat
dc.date.accessioned2023-04-20T15:46:08Z
dc.date.available2023-04-20T15:46:08Z
dc.date.issued2022
dc.description.abstractWe 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.
dc.description.funderANID
dc.description.funderCONICYT
dc.description.funderChilean National Fund for Scientific and Technology Development
dc.description.funderFONDECYT
dc.fechaingreso.objetodigital2023-04-20
dc.fuente.origenSCOPUS
dc.identifier.doi10.1016/j.ecresq.2021.11.004
dc.identifier.issn0885-2006
dc.identifier.scopusidSCOPUS_ID:85121306994
dc.identifier.urihttps://doi.org/10.1016/j.ecresq.2021.11.004
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/66817
dc.identifier.wosidWOS:000820080400002
dc.information.autorucFacultad de Educación; Susperreguy Jorquera, Maria Ines; 0000-0001-5584-2692; 151479
dc.information.autorucInstituto de Sociología; Salinas Ulloa, Viviana Monzerrat; 0000-0002-0768-2839; 13304
dc.language.isoen
dc.nota.accesoContenido parcial
dc.pagina.final95
dc.pagina.inicio84
dc.publisherElsevier Ltd
dc.revistaEarly Childhood Research Quarterly
dc.rightsacceso restringido
dc.subjectChildren
dc.subjectEarly mathematics
dc.subjectHome mathematics environment
dc.subjectMath activities
dc.subjectParents
dc.subjectSocioeconomic status
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleHome mathematics environment and math performance of Chilean students in kindergarten and Grades 1 to 3
dc.typeartículo
dc.volumen59
sipa.codpersvinculados151479
sipa.codpersvinculados13304
sipa.indexSCOPUS
sipa.indexWOS
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