ABSTRACT The current study attempted to investigate the nature and impact of home math talk of low-income primary caregivers of Head Start children during home cooking (N = 46). Using hierarchical regression analysis, we examined the predictability of total math talk and specific types of math talk (i.e., number talk, operation talk, and measurement talk) for children’s math skills assessed in the fall and spring of their preschool year. Caregivers’ total math talk was not concurrently associated with children’s fall math skills, but number talk was associated with fall math. For spring math skills, there were no main effects of any type of math talk, but interaction effects were identified. Specifically, total math talk and measurement talk did not contribute to spring math skills in children when the math talk was not accompanied by high-level task-orienting talk that explained and organized cooking task processes. Caregiver number talk could help initial math skills of children who are environmentally at risk. Continued math skills development may be stimulated by measurement talk, especially when caregivers frequently provide measurement talk along with task-orienting scaffolding.

中文翻译：

---

家庭烹饪期间的家长数学讲座和先启儿童的数学技能：任务管理讲座的作用

摘要当前的研究试图调查家庭烹饪中低收入的初学者儿童的低收入主要照顾者的家庭数学谈话的性质和影响（N = 46）。使用分层回归分析，我们检查了总数学对话和特定类型的数学对话（即数字对话，运算对话和测量对话）的可预测性，以评估学龄前儿童在秋季和春季所评估的儿童数学技能。照顾者的全部数学谈话与儿童的秋季数学技能并没有同时发生，但是数字谈话与秋季数学有关。对于春季数学技能，没有任何类型的数学谈话的主要影响，但可以确定交互作用。特别，当数学讲座未附带解释和组织烹饪任务过程的高级面向任务的讲座时，全部数学讲座和测量讲座对儿童春季数学技能没有帮助。照顾者电话交谈可以帮助处于环境危险中的孩子的初步数学技能。衡量谈话可能会促进数学技能的持续发展，尤其是当护理人员经常提供测量谈话以及以任务为导向的支架时。