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Education Sciences
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Mathematics Education: At Home and in the Classroom
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Mathematics Education: At Home and in the Classroom

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (31 March 2022) | Viewed by 45404

Special Issue Editors

Dr. Susan Sonnenschein

E-Mail Website
Guest Editor
Psychology Department, University of Maryland, Baltimore County, Baltimore, MD 21250, USA
Interests: promoting the academic success of children from diverse (race/ethnicity, SES, linguistic) backgrounds；how parental beliefs and practices are associated with children’s academic development
Special Issues, Collections and Topics in MDPI journals
Dr. Michele L. Stites

E-Mail Website
Guest Editor
Department of Education, University of Maryland, Baltimore County, Baltimore, MD 21250, USA
Interests: early childhood education; universal design for learning (UDL); early childhood mathematics; STEAM in early childhood education; STEAM in inclusive settings; early childhood teacher education
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The importance of children becoming proficient in mathematics is increasing with current attention paid to STEM fields and the opening of jobs in those fields. Math education begins at home even prior to the start of formal schooling. Nevertheless, there are significant differences in achievement between children from different countries, cultural and income backgrounds. This special issue will include research from around the world highlighting practices at home and at school and differences in such practices as children develop. Among relevant foci, we welcome research articles focusing on parent’ and families’ academic socialization of children’s mathematics skills. These can include parents’ beliefs and attitudes towards mathematics as well as what they do with their children and the experiences they provide. Of particular interest are novel or innovative but effective practices. Similarly, we welcome contributions focusing on how mathematics is socialized at school. These can include differences in practices due to the type of math skills taught. Relevant articles can focus on children of all ages and cultural backgrounds. As well, articles can compare and contrast what goes on at home and at school. Research can use quantitative, qualitative or mixed methods approaches. 

Prof. Dr. Susan Sonnenschein
Prof. Dr. Michele Stites
Guest Editors

Manuscript Submission Information

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Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • math academic socialization
  • parent’s educational socialization
  • children’s mathematical development
  • schooling and mathematical development
  • relations between home and school mathematical development
  • cultural similarities and differences in children’s mathematics development
  • racial/ethnic/income similarities and differences in children’s mathematics development.

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Published Papers (13 papers)

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Editorial

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4 pages, 178 KiB  
Editorial
Introduction to the Special Issue “Mathematics Education: At Home and in the Classroom”
by Susan Sonnenschein and Michele L. Stites
Educ. Sci. 2022, 12(10), 636; https://doi.org/10.3390/educsci12100636 - 21 Sep 2022
Viewed by 1584
Abstract
Children’s mathematics achievements differ based on a variety of factors, including country of origin and cultural or economic background [...] Full article
(This article belongs to the Special Issue Mathematics Education: At Home and in the Classroom)

Research

Jump to: Editorial

27 pages, 421 KiB  
Article
Relations between the Home Learning Environment and the Literacy and Mathematics Skills of Eight-Year-Old Canadian Children
by Sheri-Lynn Skwarchuk, Heather Douglas, Abbie Cahoon, Jo-Anne LeFevre, Chang Xu, Emilie Roy, Victoria Simms, Judith Wylie, Erin A. Maloney, Helena P. Osana and María Inés Susperreguy
Educ. Sci. 2022, 12(8), 513; https://doi.org/10.3390/educsci12080513 - 26 Jul 2022
Cited by 8 | Viewed by 4792
Abstract
The home learning environment includes parental activities, attitudes, affect, knowledge, and resources devoted to supporting children’s development, including literacy and mathematics skills. These factors are related to the academic performance of preschool children (aged 3 to 6 years), before formal schooling and possibly [...] Read more.
The home learning environment includes parental activities, attitudes, affect, knowledge, and resources devoted to supporting children’s development, including literacy and mathematics skills. These factors are related to the academic performance of preschool children (aged 3 to 6 years), before formal schooling and possibly beyond. In the present research, we examined the home learning environment of Canadian families as reported by either the mother (n = 51) or father (n = 30) of their Grade 3 child (n = 81; Mage = 8.7 years; range 8 to 9 years of age). Importantly, mothers’ and fathers’ reports of the home learning environment for school children were similar. For literacy, parents’ knowledge of children’s books and attitudes toward literacy were related to children’s vocabulary skills; home literacy was not related to word reading skills. For mathematics, parents’ reports of the frequency of activities such as practicing arithmetic facts and their attitudes toward mathematics were related to children’s arithmetic fluency. Other aspects of the home learning environment (time spent helping with homework, parents’ math anxiety) were not related to children’s performance. These results suggest some continuity between home learning environments and academic skills after children’s transition to school. Full article
(This article belongs to the Special Issue Mathematics Education: At Home and in the Classroom)
12 pages, 242 KiB  
Article
Preschool Classroom Libraries in Turkey: Are They Used to Support Early Mathematics Skills?
by Michele L. Stites, Hatice Gursoy, Aysegul Akinci Cosgun and Susan Sonnenschein
Educ. Sci. 2022, 12(6), 387; https://doi.org/10.3390/educsci12060387 - 3 Jun 2022
Cited by 2 | Viewed by 2290
Abstract
The two studies in this paper considered the use of the classroom library as a means of socializing mathematics development in Turkish preschoolers. Study 1 (n = 80) documented whether classes had a library, its contents, and whether/how teachers encouraged children to [...] Read more.
The two studies in this paper considered the use of the classroom library as a means of socializing mathematics development in Turkish preschoolers. Study 1 (n = 80) documented whether classes had a library, its contents, and whether/how teachers encouraged children to use the library. Study 2 (n = 47) investigated the teachers’ confidence in teaching mathematics and the means that they used. Both studies used online surveys that were distributed via social media sites. There were four noteworthy findings. One, the Turkish preschool teachers reported viewing mathematics instruction as important to the development of children and were confident in their abilities to teach their students mathematics. However, they relied upon their general knowledge of children and their general pedagogical knowledge, rather than on their knowledge of mathematics, to do so. Two, the preschool teachers in Turkey had classroom libraries that they encouraged their students to use by having a set library time each day and by modeling how to sit and read in the library. They also encouraged family involvement in reading. However, these classroom libraries had fewer mathematics books than other types of texts. Three, while libraries were consistently present in Turkish preschool classrooms, they were not seen as venues for children’s mathematics development. Four, preschool mathematics instruction in Turkey appears typically to use whole groups and explicit instruction, and particularly during circle time/the morning meeting. Full article
(This article belongs to the Special Issue Mathematics Education: At Home and in the Classroom)
18 pages, 297 KiB  
Article
Elementary School Children’s Home Learning Environments: Mathematics, Reading, Science, and Written Language
by Susan Sonnenschein, Hatice Gursoy and Michele Stites
Educ. Sci. 2022, 12(5), 313; https://doi.org/10.3390/educsci12050313 - 29 Apr 2022
Cited by 7 | Viewed by 2645
Abstract
It is well accepted that the home learning environment impacts school performance; however, much of the previous research has focused on preschool children. This exploratory study used an online, Qualtrics survey to ask parents (n = 177) of elementary students about the [...] Read more.
It is well accepted that the home learning environment impacts school performance; however, much of the previous research has focused on preschool children. This exploratory study used an online, Qualtrics survey to ask parents (n = 177) of elementary students about the home learning environment. Our research questions addressed (1) the amount of time children spend on mathematics, reading, written language, and science at home, and differences by subject and/or grade; (2) parental beliefs about the importance of engaging in home learning activities in each of the four subjects; (3) parental confidence in supporting each of the four academic subjects; (4) parental and child enjoyment of the four academic subjects; and (5) who (parents, child, or teacher) initiated home learning activities in the different subject areas. The results indicated that elementary school-age children were engaged in reading, mathematics, science, and written language activities at home; however, the most time was spent on reading activities. Parents reported viewing engagement and assistance with academically related activities at home as important; however, they were more confident assisting with reading and written language than mathematics or science. Strong associations were noted between parental enjoyment of a subject and their confidence in assisting their child. Overall, teachers initiated more activities for older children and were more likely to initiate mathematics activities. When children initiated an activity, it was typically reading related. Full article
(This article belongs to the Special Issue Mathematics Education: At Home and in the Classroom)
18 pages, 2751 KiB  
Article
Socioeconomic Variations in the Frequency of Parent Number Talk: A Meta-Analysis
by Eric Dearing, Beth Casey, Pamela E. Davis-Kean, Sarah Eason, Elizabeth Gunderson, Susan C. Levine, Elida V. Laski, Melissa Libertus, Linxi Lu, Caitlin McPherran Lombardi, Ariadne Nelson, Geetha Ramani and María Inés Susperreguy
Educ. Sci. 2022, 12(5), 312; https://doi.org/10.3390/educsci12050312 - 29 Apr 2022
Cited by 10 | Viewed by 3380
Abstract
Using data from 12 studies, we meta-analyze correlations between parent number talk during interactions with their young children (mean sample age ranging from 22 to 79 months) and two aspects of family socioeconomics, parent education, and family income. Potential variations in correlation sizes [...] Read more.
Using data from 12 studies, we meta-analyze correlations between parent number talk during interactions with their young children (mean sample age ranging from 22 to 79 months) and two aspects of family socioeconomics, parent education, and family income. Potential variations in correlation sizes as a function of study characteristics were explored. Statistically significant positive correlations were found between the amount of number talk in parent-child interactions and both parent education and family income (i.e., r = 0.12 for education and 0.14 for income). Exploratory moderator analyses provided some preliminary evidence that child age, as well as the average level of and variability in socioeconomic status, may moderate effect sizes. The implications of these findings are discussed with special attention to interpreting the practical importance of the effect sizes in light of family strengths and debate surrounding “word gaps”. Full article
(This article belongs to the Special Issue Mathematics Education: At Home and in the Classroom)
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17 pages, 487 KiB  
Article
Deal Me in: Playing Cards in the Home to Learn Math
by Nicole R. Scalise, Mary DePascale, Nadia Tavassolie, Claire McCown and Geetha B. Ramani
Educ. Sci. 2022, 12(3), 190; https://doi.org/10.3390/educsci12030190 - 9 Mar 2022
Cited by 8 | Viewed by 3330
Abstract
Recent meta-analyses have demonstrated a significant association between children’s early math achievement and their experiences with math at home, including their caregivers’ talk about math. However, few studies have investigated the relations between caregiver math talk and children’s learning with experimental designs. Eighty-six [...] Read more.
Recent meta-analyses have demonstrated a significant association between children’s early math achievement and their experiences with math at home, including their caregivers’ talk about math. However, few studies have investigated the relations between caregiver math talk and children’s learning with experimental designs. Eighty-six children (M = 5.0 years) and their caregivers were randomly assigned to play either a numeracy or a shape card game at home for six weeks. Data were collected on children’s number and shape knowledge and families’ math talk during gameplay. There was substantial participant attrition (42% did not return completed materials), however, both an intent-to-treat analysis of the sample that received study materials and a subgroup analysis of study completers showed that children who played the shape game significantly improved their shape naming and matching skills relative to children who played the number game. Children who played the number game did not significantly improve their numerical skills relative to children who played the shape game. Mathematical talk during gameplay varied between families but was correlated over time within families. Caregivers’ and children’s talk about matching cards by shape or color predicted children’s learning from the shape game. The results suggest that despite receiving uniform instructions and materials, there was significant variability in children’s home math experiences that predicted their learning from the card game. Full article
(This article belongs to the Special Issue Mathematics Education: At Home and in the Classroom)
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14 pages, 320 KiB  
Article
Cross-Cultural Comparisons of Home Numeracy and Literacy Environments: Canada, Mexico, and Chile
by María Inés Susperreguy, Carolina Jiménez Lira and Jo-Anne LeFevre
Educ. Sci. 2022, 12(2), 62; https://doi.org/10.3390/educsci12020062 - 18 Jan 2022
Cited by 11 | Viewed by 3297
Abstract
Home numeracy and literacy environments are related to the development of children’s early academic skills. However, the home learning environments of preschool children have been mainly explored with children from North America, Europe, and Asia. In this study we assessed the home numeracy [...] Read more.
Home numeracy and literacy environments are related to the development of children’s early academic skills. However, the home learning environments of preschool children have been mainly explored with children from North America, Europe, and Asia. In this study we assessed the home numeracy and literacy environments of three-to-five-year-old children from Mexico (n = 54) and Chile (n = 41) and compared the patterns of results to those of children from Canada (n = 42). Parents completed a questionnaire about their expectations for children’s academic performance prior to Grade 1 and the home numeracy and literacy activities they provide for their children. To analyze differences among countries in the home learning environments, we performed mixed and one-way ANOVAs (Analysis of Variance), followed-up by post-hoc comparisons. Mexican parents had higher expectations for children’s early skills than Chileans or Canadians. The frequency with which Mexican, Canadian, and Chilean parents reported home numeracy and literacy activities showed both similarities and differences. Our findings speak to the importance of developing culturally sensitive models of early home learning environments and illustrate the complexities of comparing home learning environments across countries. Full article
(This article belongs to the Special Issue Mathematics Education: At Home and in the Classroom)
18 pages, 929 KiB  
Article
Parental (STEM) Occupations, the Home Numeracy Environment, and Kindergarten Children’s Numerical Competencies
by Anna Mues, Efsun Birtwistle, Astrid Wirth and Frank Niklas
Educ. Sci. 2021, 11(12), 819; https://doi.org/10.3390/educsci11120819 - 16 Dec 2021
Cited by 6 | Viewed by 3824
Abstract
Children’s early numerical competencies are of great importance for later academic achievement. Young children gain these competencies in the context of the home numeracy environment (HNE). Additionally, child characteristics and families’ socioeconomic status (SES) are associated with children’s competencies. In this study, we [...] Read more.
Children’s early numerical competencies are of great importance for later academic achievement. Young children gain these competencies in the context of the home numeracy environment (HNE). Additionally, child characteristics and families’ socioeconomic status (SES) are associated with children’s competencies. In this study, we investigated parents’ occupations (i.e., STEM or non-STEM occupation) as a specific aspect of the SES to understand whether parental occupations are associated with children’s numerical competencies and whether such an association may depend on the HNE. We analysed data from a sample of N = 190 children (Mage = 63.58 months; SD = 4.41) at two measurement points. Correlational analyses and crossed-lagged models were conducted to predict children’s numerical competencies by a global measure of the HNE and parental STEM vs. non-STEM occupations. We found significant associations between parents’ learned and current occupations and the HNE. Further, significant associations between parents’ learned occupations and children’s numerical competencies were observed. However, parents’ current occupations were not significantly associated with children’s numerical competencies. Consequently, more specific facets of the SES instead of a global measure seem to be associated with children’s numerical competencies. A greater focus on specific differences between family characteristics and their potential impact on children’s HNE and the development of their numerical competencies seems expedient. Full article
(This article belongs to the Special Issue Mathematics Education: At Home and in the Classroom)
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16 pages, 275 KiB  
Article
Facilitating Preschool Children’s Mathematics Development in China, Japan, and the United States: Is the Classroom Library Considered?
by Michele L. Stites, Susan Sonnenschein, Yongxiang Chen, Kyoko Imai-Matsumura and Hatice Gürsoy
Educ. Sci. 2021, 11(12), 792; https://doi.org/10.3390/educsci11120792 - 4 Dec 2021
Cited by 4 | Viewed by 3490
Abstract
The two studies examined in this paper compare the different mathematical opportunities provided in preschool classrooms in China, Japan, and the United States, with an emphasis on mathematical-themed books in classroom libraries. Study one presents the results of an online survey to examining [...] Read more.
The two studies examined in this paper compare the different mathematical opportunities provided in preschool classrooms in China, Japan, and the United States, with an emphasis on mathematical-themed books in classroom libraries. Study one presents the results of an online survey to examining the content of preschool classroom libraries in China (N = 134), Japan (N = 168), and the United States (N = 291). Study two presents data obtained from semi-structured interviews of teachers in China (N = 8), Japan (N = 8), and the United States (N = 8). The interviews examined teacher perceptions of how they teach mathematics, the importance of teaching mathematics, and the use of the classroom library as a venue for mathematics. Study one results indicated that teachers from all three countries encourage classroom library use; however, teachers from China reported more mathematics storybooks than their Japanese or United States counterparts. Study two results indicated that teachers from all three countries viewed mathematics as important and provided various mathematics learning opportunities to children throughout the school day. Chinese teachers reported providing the most mathematics learning opportunities using whole group instruction, mathematics centers, and free play. Japanese teachers reported few whole group forms of instruction other than circle time but reported providing opportunities for using mathematics during free play and other embedded activities. United States teachers indicated that mathematics learning occurred using whole group instruction and mathematics centers. Full article
(This article belongs to the Special Issue Mathematics Education: At Home and in the Classroom)
16 pages, 1007 KiB  
Article
Controlling-Supportive Homework Help Partially Explains the Relation between Parents’ Math Anxiety and Children’s Math Achievement
by Fraulein Retanal, Nichole B. Johnston, Sabrina M. Di Lonardo Burr, Andie Storozuk, Michela DiStefano and Erin A. Maloney
Educ. Sci. 2021, 11(10), 620; https://doi.org/10.3390/educsci11100620 - 11 Oct 2021
Cited by 14 | Viewed by 6696
Abstract
Previous research has shown that math homework help of higher-math-anxious parents impedes children’s math learning and facilitates the development of math anxiety. In the present study, we explored a possible explanation for this phenomenon by examining the relations between parents’ math anxiety, their [...] Read more.
Previous research has shown that math homework help of higher-math-anxious parents impedes children’s math learning and facilitates the development of math anxiety. In the present study, we explored a possible explanation for this phenomenon by examining the relations between parents’ math anxiety, their math homework-helping styles (i.e., autonomy- and controlling-supportive), and their child’s math achievement. Parents of children ages 11 to 14 completed an online survey. Using path analysis, we examined the relations among parental factors (i.e., math anxiety, math ability, and homework-helping styles) and child math achievement. Parents’ math anxiety was positively related to both autonomy-supportive and controlling-supportive math homework-helping styles. Notably, controlling-supportive style partially mediated the relation between parents’ math anxiety and their children’s math achievement. Thus, it is possible that the use of a controlling-supportive math homework-helping style may explain why the homework help offered by higher-math-anxious parents is detrimental to their children’s math learning. Identifying negative relations between parent factors and children’s math outcomes is crucial for developing evidence-based math learning interventions. Full article
(This article belongs to the Special Issue Mathematics Education: At Home and in the Classroom)
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15 pages, 282 KiB  
Article
Relations between Subdomains of Home Math Activities and Corresponding Math Skills in 4-Year-Old Children
by Diana Leyva, Melissa E. Libertus and Rebecca McGregor
Educ. Sci. 2021, 11(10), 594; https://doi.org/10.3390/educsci11100594 - 29 Sep 2021
Cited by 19 | Viewed by 3005
Abstract
Most studies on the subject have investigated relations between home math activities and child math skills, without paying much attention to the specific skills that such activities foster and their alignment with children’s math assessments. The present study examined specific relations between subdomains [...] Read more.
Most studies on the subject have investigated relations between home math activities and child math skills, without paying much attention to the specific skills that such activities foster and their alignment with children’s math assessments. The present study examined specific relations between subdomains of home math activities and children’s corresponding math skills (e.g., home counting/cardinality activities related to children’s counting/cardinality skills). Participants were 78 mostly middle-income, White parents and their four-year-old children (M age = 53.19 months; 45% girls). Parents completed a 24-item survey about the frequency of home activities supporting five subdomains of math: counting/cardinality, set comparison, number identification, adding/subtracting, and patterning. Children’s skills in these same five subdomains were assessed using the Preschool Early Numeracy Scale (PENS) and the Early Patterning Assessment. Specific relations were observed in set comparison, adding/subtracting, and patterning, such that higher frequency of home activities in these subdomains related to advanced child math skills in the corresponding subdomains. No specific relations were found in counting/cardinality and number identification. Overall home math activities averaged across the five math subdomains positively related to children’s overall math skills. Findings highlight the importance of engagement in specific math activities in the home environment and their significance for corresponding child math development. Full article
(This article belongs to the Special Issue Mathematics Education: At Home and in the Classroom)
9 pages, 615 KiB  
Article
Using Cases as a Means to Discuss Errors in Mathematics Teacher Education
by Ruthi Barkai
Educ. Sci. 2021, 11(10), 575; https://doi.org/10.3390/educsci11100575 - 23 Sep 2021
Cited by 3 | Viewed by 1978
Abstract
Errors are a major component of the pedagogical content knowledge (PCK) needed for teaching mathematics. In this study, 25 prospective teachers (PTs) in high schools were invited to solve a trigonometric task that had been assigned to high-school students and, subsequently, to relate [...] Read more.
Errors are a major component of the pedagogical content knowledge (PCK) needed for teaching mathematics. In this study, 25 prospective teachers (PTs) in high schools were invited to solve a trigonometric task that had been assigned to high-school students and, subsequently, to relate to an authentic solution containing mathematical errors, which was presented in a dialogue by a pair of students. While all PTs reached the final, correct solution, eight provided only one of the two results in one step of the solution. Almost all (23) PTs identified at least one of the students’ errors. The case raised issues regarding the steps that should be written in a solution and the role of drawings in mathematical problems. This article suggests that exposing PTs to authentic teaching cases provides opportunities to discuss subtle issues related to their own mathematical knowledge and to obstacles that their future students might encounter when solving such tasks. Full article
(This article belongs to the Special Issue Mathematics Education: At Home and in the Classroom)
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18 pages, 310 KiB  
Article
Individual Differences in Parental Support for Numeracy and Literacy in Early Childhood
by Leanne Elliott, Peter Zheng and Melissa Libertus
Educ. Sci. 2021, 11(9), 541; https://doi.org/10.3390/educsci11090541 - 14 Sep 2021
Cited by 6 | Viewed by 3208
Abstract
Past research has examined parental support for children’s math and reading skills in the early years through parents’ reports of their activities with their children in somewhat inconsistent ways. In this study, we use data from a large sample of parents (n [...] Read more.
Past research has examined parental support for children’s math and reading skills in the early years through parents’ reports of their activities with their children in somewhat inconsistent ways. In this study, we use data from a large sample of parents (n = 259; 103 males) collected through Amazon’s Mechanical Turk to examine dimensions of parental enrichment in both support for literacy and numeracy skills at home. Additionally, we examine how socioeconomic resources as well as parental beliefs relate to these dimensions of the home literacy and home numeracy environment. Factor analyses revealed two dimensions of literacy activities (i.e., passive and active literacy activities) and three dimensions of numeracy activities (i.e., numeracy applications, basic numeracy, and written numeracy activities). Income was positively associated with active literacy activities, whereas parents’ educational attainment was negatively associated with active literacy activities and written numeracy activities. Additionally, parental beliefs, including their beliefs about the importance of literacy and math skills as well as their perceived responsibility for teaching their children reading, math, and language skills, related to home literacy and numeracy activities in distinctive ways. These results suggest that future research should explore parental enrichment practices with greater nuance, particularly when examining associations with socioeconomic status. Full article
(This article belongs to the Special Issue Mathematics Education: At Home and in the Classroom)
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