Latine Caregivers’ Approaches to Engaging Young Children in Mathematics

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

Research output: Contribution to journalArticlepeer-review


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 languageEnglish (US)
Pages (from-to)26-35
Number of pages10
JournalEarly Childhood Research Quarterly
StatePublished - Jul 1 2023


  • 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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