Research
Findings: The current study analyzed the relation between the amount of
mathematical input that preschool children hear (i.e., math talk) from their
mothers in their homes and their early math ability a year later. Forty
mother–child dyads recorded their naturalistic exchanges in their homes using
an enhanced audio-recording device (the Language ENvironment Analysis
System). Results from a sample of naturalistic interactions during mealtimes
indicated that all mothers involved their children in a variety of math
exchanges, although there were differences in the amount of math input that
children received. Moreover, being exposed to more instances of math talk was
positively related to children’s early mathematical ability a year after the
recordings, even after we controlled for maternal education, self-regulation,
and recorded minutes. Practice or Policy: These findings improve the
understanding of how mothers use math with their preschool children in
naturalistic contexts, providing some insight for parents into how to foster
children’s math skills through verbal input in their normal routines.
Moreover, these findings inform kindergarten teachers and practitioners about
the math input that children receive at home, which may encourage them to
adapt their practice by considering the home environment.
