Latine Caregivers’ Approaches to Engaging Young Children in Mathematics

Margaret Caspe; Gigliana Melzi; Verónica Mesalles; Nydia Prishker; Catalina Alvarado

doi:10.1016/j.ecresq.2023.01.014

Latine Caregivers’ Approaches to Engaging Young Children in Mathematics

Margaret Caspe, Gigliana Melzi, Verónica Mesalles, Nydia Prishker, Catalina Alvarado

Applied Psychology

Research output: Contribution to journal › Article › peer-review

Abstract

Young children's mathematical knowledge develops in the context of relationships with important caregivers as they engage in everyday activities and routines. The purpose of this study was to document how Latine families define mathematics and discuss using math in their everyday lives. Seventy-one primary caregivers of Latine heritage with preschool-aged children were asked to define mathematics, share how they use mathematics in a regular day, and describe how mathematics is present in the lives of their children. A k-means cluster analysis on emergent dimensions showed three main constellations of caregivers that differed in the number of math concepts mentioned, family-centered uses of math, and attitudes towards math. Findings offer insights into how Latine families understand and think about mathematics in the lives of their young children and suggest ways to approach the development of family math interventions.

Original language	English (US)
Pages (from-to)	26-35
Number of pages	10
Journal	Early Childhood Research Quarterly
Volume	64
DOIs	https://doi.org/10.1016/j.ecresq.2023.01.014
State	Published - Jul 1 2023

Keywords

culture
early mathematics
family and community engagement
Family math
within-group variation

ASJC Scopus subject areas

Education
Developmental and Educational Psychology
Sociology and Political Science

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10.1016/j.ecresq.2023.01.014

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abstract = "Young children's mathematical knowledge develops in the context of relationships with important caregivers as they engage in everyday activities and routines. The purpose of this study was to document how Latine families define mathematics and discuss using math in their everyday lives. Seventy-one primary caregivers of Latine heritage with preschool-aged children were asked to define mathematics, share how they use mathematics in a regular day, and describe how mathematics is present in the lives of their children. A k-means cluster analysis on emergent dimensions showed three main constellations of caregivers that differed in the number of math concepts mentioned, family-centered uses of math, and attitudes towards math. Findings offer insights into how Latine families understand and think about mathematics in the lives of their young children and suggest ways to approach the development of family math interventions.",

keywords = "culture, early mathematics, family and community engagement, Family math, within-group variation",

author = "Margaret Caspe and Gigliana Melzi and Ver{\'o}nica Mesalles and Nydia Prishker and Catalina Alvarado",

note = "Funding Information: This study was supported by funding from Heising-Simons Foundation. The authors would also like to acknowledge the Development and Research in Early Math Education that made this work possible. We would like to thank Mar{\'i}a Fernanda Ahumada, Viviana Kawas, Jessica Huancuri, and Hallie Goldman for their contributions to this project. We would also like to thank the administrators and staff of our partnering Head Start for their invaluable input and support, as well as to the families and children for their participation. Publisher Copyright: {\textcopyright} 2023",

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AU - Prishker, Nydia

AU - Alvarado, Catalina

N1 - Funding Information: This study was supported by funding from Heising-Simons Foundation. The authors would also like to acknowledge the Development and Research in Early Math Education that made this work possible. We would like to thank María Fernanda Ahumada, Viviana Kawas, Jessica Huancuri, and Hallie Goldman for their contributions to this project. We would also like to thank the administrators and staff of our partnering Head Start for their invaluable input and support, as well as to the families and children for their participation. Publisher Copyright: © 2023

PY - 2023/7/1

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N2 - Young children's mathematical knowledge develops in the context of relationships with important caregivers as they engage in everyday activities and routines. The purpose of this study was to document how Latine families define mathematics and discuss using math in their everyday lives. Seventy-one primary caregivers of Latine heritage with preschool-aged children were asked to define mathematics, share how they use mathematics in a regular day, and describe how mathematics is present in the lives of their children. A k-means cluster analysis on emergent dimensions showed three main constellations of caregivers that differed in the number of math concepts mentioned, family-centered uses of math, and attitudes towards math. Findings offer insights into how Latine families understand and think about mathematics in the lives of their young children and suggest ways to approach the development of family math interventions.

AB - Young children's mathematical knowledge develops in the context of relationships with important caregivers as they engage in everyday activities and routines. The purpose of this study was to document how Latine families define mathematics and discuss using math in their everyday lives. Seventy-one primary caregivers of Latine heritage with preschool-aged children were asked to define mathematics, share how they use mathematics in a regular day, and describe how mathematics is present in the lives of their children. A k-means cluster analysis on emergent dimensions showed three main constellations of caregivers that differed in the number of math concepts mentioned, family-centered uses of math, and attitudes towards math. Findings offer insights into how Latine families understand and think about mathematics in the lives of their young children and suggest ways to approach the development of family math interventions.

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Latine Caregivers’ Approaches to Engaging Young Children in Mathematics

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Keywords

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