Early proficiency in math skills is increasingly being seen as an independent area worthy of early curriculum development and policy investment to reduce socioeconomic disparities in children’s school readiness. However, scalable approaches for parents to support their children’s emerging math skills at home are limited. We examine how behavioral economics (BE)–informed enhancements to an existing play-based school readiness curriculum, Getting Ready for School, can promote parents’ involvement in mathematical activities with their children. The BE-informed enhancements included strategies specifically intended to normalize math and alleviate math anxiety by interweaving fundamental math components such as numbers, patterns, and shapes into daily parent–child interactions. The customized supplemental math content and images––delivered via text messages, along with personalized invitations to Getting Ready for School math workshops––increased family attendance at the math workshops. Math scores were higher among children in the GRS-BE math enhancement group but not statistically distinguishable from the comparison group when controlling for covariates.

中文翻译：

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轻触式设计增强功能可以提高家长对数学活动的参与度

数学技能的早期熟练程度越来越被视为一个独立领域，值得早期课程开发和政策投资，以减少儿童入学准备方面的社会经济差距。然而，父母在家中支持孩子新兴数学技能的可扩展方法是有限的。我们研究了行为经济学（BE）对现有基于游戏的入学准备课程“准备上学”的增强如何促进父母与孩子一起参与数学活动。 BE 知情的增强功能包括专门旨在通过将数字、模式和形状等基本数学成分融入日常亲子互动中来标准化数学和减轻数学焦虑的策略。通过短信发送的定制补充数学内容和图像，以及参加“准备上学”数学研讨会的个性化邀请，增加了家庭参加数学研讨会的人数。 GRS-BE 数学增强组的儿童数学成绩较高，但在控制协变量时与对照组没有统计学差异。