ABSTRACT

Children possess different levels of mathematical skills when they begin their formal education. The home environment perhaps holds the key to such disparate maths skills in children’s in early years. The aim of this study is to examine home maths activities and mothers’ maths talk as the predictors of children’s maths talk and early maths skills. The home interactions of 40 preschool children (M = 56.3 months) and their mothers were audio-recorded and their maths talk were analysed. Mothers reported the frequency of their home maths activities while each child’s early maths skills were assessed. Mothers’ maths talk in each maths category correlated with children’s maths talk. Unlike home maths activities, mothers’ maths talk predicted the children’s maths talk. Hierarchical regression analysis indicated that home maths activities and mothers’ maths talk were important predictors of children’s early maths skills. Findings confirmed the significance of maternal support, including home activities and maths talk, in children’s maths development.

摘要

儿童在开始正规教育时拥有不同水平的数学技能。家庭环境可能是儿童早期数学技能差异的关键。本研究的目的是检验家庭数学活动和母亲的数学谈话作为儿童数学谈话和早期数学技能的预测因素。40名学龄前儿童的家庭互动（M = 56.3 个月），他们的母亲被录音，他们的数学演讲被分析。母亲们报告了她们家庭数学活动的频率，同时评估了每个孩子的早期数学技能。每个数学类别中母亲的数学演讲都与儿童的数学演讲相关。与家庭数学活动不同，母亲的数学演讲预测了孩子的数学演讲。分层回归分析表明，家庭数学活动和母亲的数学谈话是儿童早期数学技能的重要预测因子。研究结果证实了母亲的支持，包括家庭活动和数学谈话，在儿童数学发展中的重要性。