Evidence from a growing body of observational and experimental studies indicates that parent math talk is a key input supporting early mathematical thinking. Very little research, however, has been dedicated to understanding parenting or family correlates of math talk. In the present study, we examined relations between parents' number talk and their management language (i.e., the extent to which parents were controlling versus autonomy granting). Management language is predictive of children's executive functioning and, thereby, may also be relevant to math learning. During semi-structured play interactions with their young children (n = 49), parents who engaged in more number talk also used more autonomy supportive management language than did parents who engaged in less number talk, and this association was strongest once controlling for children's number talk. Our findings also provided preliminary evidence of variations in this association by parent education level: number talk and management language were more strongly associated for parents with less than a 4-year college degree than for those with a bachelor's degree or higher.

来自越来越多的观察和实验研究的证据表明，家长数学谈话是支持早期数学思维的关键输入。然而，很少有研究致力于理解数学谈话的育儿或家庭联系。在本研究中，我们研究了父母的谈话内容与他们的管理语言之间的关系（即父母在控制范围内与自主授予之间的关系）。管理语言可以预测儿童的执行功能，因此也可能与数学学习有关。在与幼儿的半结构化游戏互动中（n = 49），参与更多数字交谈的父母也比参与较少数字交谈的父母使用更多的自主性支持管理语言，而且这种联系一旦控制了孩子的数字交谈，则这种联系最为牢固。我们的研究结果还提供了根据父母受教育程度而改变这种联系的初步证据：大学四年级以下的父母与学士学位或更高学位的父母相比，数字谈话和管理语言之间的联系更为紧密。