Children's mathematical knowledge at school entry varies considerably and predicts long-term achievement outcomes. Differences in children's exposure to math and number talk at home may help to explain variations in school-entry math ability. However, nearly all research on exposure to math and number talk has been conducted with parents and preschool-aged children. This longitudinal study examined to what extent parents talk about math with their 10-, 14- and 18-month infants during play. Additional analyses examined factors to explain variation in parent math talk at the family level (socio-economic status), parent level (beliefs about children's mathematical development) and child level (gender). Transcripts of dyadic play sessions were coded for references to numbers and math concepts (e.g., first, many, more). It was found that parents do talk about numbers and math concepts with infants, albeit rarely, and such language increases in frequency and complexity over time. Parents use more statements than questions about math, and most often reference small-number terms (1–3). Neither socio-economic status nor beliefs were predictive of parental math talk. However, parents used significantly more math references over time with boys than girls. The results are discussed in terms of the importance of social interactions during infancy in fostering children's mathematical knowledge.

中文翻译：

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在亲子互动中探索数学学习的机会

儿童入学时的数学知识差异很大，可以预测长期的成就结果。儿童在家中接触数学和数字谈话的差异可能有助于解释入学数学能力的差异。然而，几乎所有关于接触数学和数字谈话的研究都是针对父母和学龄前儿童进行的。这项纵向研究调查了父母在多大程度上与他们 10 个月、14 个月和 18 个月的婴儿在玩耍时谈论数学。其他分析检查了解释家庭层面（社会经济地位）、家长层面（对儿童数学发展的信念）和儿童层面（性别）的家长数学谈话差异的因素。为引用数字和数学概念（例如，首先、许多、更多）对二元游戏会话的记录进行了编码。结果发现，父母确实会和婴儿谈论数字和数学概念，尽管很少，而且随着时间的推移，这种语言的频率和复杂性都会增加。父母使用的陈述多于数学问题，并且最常引用小数项（1-3）。社会经济地位和信仰都不能预测父母的数学谈话。然而，随着时间的推移，父母对男孩使用的数学参考资料明显多于女孩。研究结果讨论了婴儿期社会互动对培养儿童数学知识的重要性。社会经济地位和信仰都不能预测父母的数学谈话。然而，随着时间的推移，父母对男孩使用的数学参考资料明显多于女孩。研究结果讨论了婴儿期社会互动对培养儿童数学知识的重要性。社会经济地位和信仰都不能预测父母的数学谈话。然而，随着时间的推移，父母对男孩使用的数学参考资料明显多于女孩。研究结果讨论了婴儿期社会互动对培养儿童数学知识的重要性。