Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Promoting Math Talk in Adult–Child Interactions Through Grocery Store Signs

Promoting Math Talk in Adult–Child Interactions Through Grocery Store Signs Young children have better math abilities when their parents engage in more math‐related conversations with them. Yet, previous studies have found that math talk occurs only very infrequently in everyday interactions. In the present study, we sought to promote adult–child conversations about math in a naturalistic context using minimal instructions. We observed 179 adult–child dyads while they shopped in grocery stores with signs prompting them to engage in math‐related conversations (math condition), signs prompting them to talk about other topics (general language condition), or without any signs (baseline condition). In the math condition, more adults talked about math compared to the general language or the baseline condition, and this finding could not be explained by demographic characteristics of the dyad or the overall amount of conversations. This study demonstrates that cost‐effective signs placed in everyday contexts can promote math‐related conversations and potentially provide math learning opportunities for children. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Mind, Brain, and Education Wiley

Promoting Math Talk in Adult–Child Interactions Through Grocery Store Signs

Download PDF
9 pages

Loading next page...
 
/lp/wiley/promoting-math-talk-in-adult-child-interactions-through-grocery-store-GmTF2chddD
Publisher
Wiley
Copyright
Journal Compilation © 2019 International Mind, Brain, and Education Society and Blackwell Publishing, Inc.
ISSN
1751-2271
eISSN
1751-228X
DOI
10.1111/mbe.12195
Publisher site
See Article on Publisher Site

Abstract

Young children have better math abilities when their parents engage in more math‐related conversations with them. Yet, previous studies have found that math talk occurs only very infrequently in everyday interactions. In the present study, we sought to promote adult–child conversations about math in a naturalistic context using minimal instructions. We observed 179 adult–child dyads while they shopped in grocery stores with signs prompting them to engage in math‐related conversations (math condition), signs prompting them to talk about other topics (general language condition), or without any signs (baseline condition). In the math condition, more adults talked about math compared to the general language or the baseline condition, and this finding could not be explained by demographic characteristics of the dyad or the overall amount of conversations. This study demonstrates that cost‐effective signs placed in everyday contexts can promote math‐related conversations and potentially provide math learning opportunities for children.

Journal

Mind, Brain, and Education – Wiley

Published: May 1, 2019

References

  • Families and mathematics: A study of parent‐child interactions
    Anderson, A.
  • Mathematical discourse in shared storybook reading
    Anderson, A.; Anderson, J.; Shapiro, J.
  • Numerical activities and information learned at home link to the exact numeracy skills in 5 to 6 years‐old children
    Benavides‐Varela, S.; Butterworth, B.; Burgio, F.; Arcara, G.; Lucangeli, D.; Semenza, C.
  • Math at home adds up to achievement in school
    Berkowitz, T.; Schaeffer, M. W.; Maloney, E. A.; Peterson, L.; Gregor, C.; Levine, S. C.; Beilock, S. L.
  • Young children's arithmetic strategies in social context: How parents contribute to children's strategy development while playing games
    Bjorklund, D.; Hubertz, M.; Reubens, A.
  • The language of learning: The preschool years
    Blank, M.; Rose, S. A.; Berlin, L. J.
  • Children's spontaneous focus on number before and after guided parent–child interactions in a children's museum
    Braham, E. J.; Libertus, M. E.; McCrink, K.
  • Maternal support of children's early numerical concept learning predicts preschool and first‐grade math achievement
    Casey, B. M.; Lombardi, C. M.; Thomson, D.; Nguyen, H. N.; Paz, M.; Theriault, C. A.; Dearing, E.
  • How do parents foster young children's math skills?
    Elliott, L.; Bachman, H. J.
  • Understanding sources of individual variability in parents' number talk with young children
    Elliott, L.; Braham, E. J.; Libertus, M. E.
  • Some types of parent number talk count more than others: Relations between parents' input and children's cardinal‐number knowledge
    Gunderson, E. A.; Levine, S. C.
  • Spontaneous focusing on numerosity as a domain‐specific predictor of arithmetical skills
    Hannula, M. M.; Lepola, J.; Lehtinen, E.
  • Parental facilitation of early mathematics and reading skills and knowledge through encouragement of home‐based activities
    Huntsinger, C. S.; Jose, P. E.; Luo, Z.
  • Home numeracy experiences and children's math performance in the early school years
    Lefevre, J. A.; Kwarchuk, S. L.; Smith‐Chant, B. L.; Fast, L.; Kamawar, D.; Bisanz, J.
  • What counts in the development of young children's number knowledge?
    Levine, S. C.; Suriyakham, L. W.; Rowe, M. L.; Huttenlocher, J.; Gunderson, E. A.
  • Casting the die before the die is cast: The importance of the home numeracy environment for preschool children
    Niklas, F.; Schneider, W.
  • Math talk during informal learning activities in Head Start families
    Ramani, G. B.; Rowe, M. L.; Eason, S. H.; Leech, K. A.
  • Supermarket speak: Increasing talk among low–socioeconomic status families
    Ridge, K. E.; Weisberg, D. S.; Ilgaz, H.; Hirsh‐Pasek, K. A.; Golinkoff, R. M.
  • Parents' and experts' awareness of learning opportunities in children's museum exhibits
    Song, L.; Golinkoff, R. M.; Stuehling, A.; Resnick, I.; Mahajan, N.; Hirsh‐Pasek, K.; Thompson, N.
  • Maternal math talk in the home and math skills in preschool children
    Susperreguy, M. I.; Davis‐Kean, P. E.
  • Parent–infant interaction and children's language development
    Topping, K.; Dekhinet, R.; Zeedyk, S.
  • Differences in the complexity of math and literacy questions parents pose during storybook reading
    Uscianowski, C.; Almeda, M. V.; Ginsburg, H. P.
  • Parental support of numeracy during a cooking activity with four‐year‐olds
    Vandermaas‐Peeler, M.; Boomgarden, E.; Finn, L.; Pittard, C.
  • Playing the ladybug game: Parent guidance of young children's numeracy activities
    Vandermaas‐Peeler, M.; Ferretti, L.; Loving, S.
  • Numeracy‐related exchanges in joint storybook reading and play
    Vandermaas‐Peeler, M.; Nelson, J.; Bumpass, C.; Sassine, B.; Vandermaas‐Peeler, M.; Nelson, J.; Sassine, B.
  • Influences of social context on parent guidance and low‐income preschoolers' independent and guided math performance
    Vandermaas‐Peeler, M.; Pittard, C.
  • Teaching by listening: The importance of adult‐child conversations to language development
    Zimmerman, F. J.; Gilkerson, J.; Richards, J. A.; Christakis, D. A.; Xu, D.; Gray, S.; Yapanel, U.
  • Parents' estimations of preschoolers' number skills relate to at‐home number‐related activity engagement
    Zippert, E. L.; Ramani, G. B.