TY - JOUR
T1 - Word by Word
T2 - Everyday Math Talk in the Homes of Hispanic Families
AU - Mendelsohn, Alexandra
AU - Suárez-Rivera, Catalina
AU - Suh, Daniel D.
AU - Tamis-LeMonda, Catherine S.
N1 - Funding Information:
We are grateful to all the children and parents who participated in the research. This work was supported by grants from the National Science Foundation (Award 1761053) and Robin Hood Foundation (Grant a1n310000030ObnAAE) to Catherine Tamis-LeMonda. We are indebted to Fernanda Robelo and Mariana Colmenares, whose assistance with home visits, transcription and coding made this research possible. We also thank Diane Ruble, Phil Costanzo, and members of the Play & Language Lab at NYU ( https://wp.nyu.edu/catherinetamislemonda/ ) for feedback on earlier versions of the paper. We acknowledge funding from IES-PERT for supporting Daniel Suh’s doctoral work.
Publisher Copyright:
© 2022 Taylor & Francis Group, LLC.
PY - 2022
Y1 - 2022
N2 - Children learn math concepts long before they enter school. Across all cultures, children are exposed to number and spatial language to varying degrees during everyday home routines. Yet most studies of math talk occur in the lab and target non-Hispanic, English-speaking families. We expanded inquiry to the spontaneous math language (i.e., number and spatial language) of Spanish-speaking mothers and their 1- to 2-year-olds (N = 50) during home activities. Mothers varied enormously in their use of math language, and mother math language related to toddler math language, whereas mother non-math language did not. Children’s math language both preceded and followed mother math talk, suggesting imitation and reinforcement as important processes in children’s math language learning. Children also produced math language outside the context of mother input. Findings advance an understanding of children’s early math language in natural settings and have implications for interventions aimed at promoting math skills in toddlers from diverse backgrounds.
AB - Children learn math concepts long before they enter school. Across all cultures, children are exposed to number and spatial language to varying degrees during everyday home routines. Yet most studies of math talk occur in the lab and target non-Hispanic, English-speaking families. We expanded inquiry to the spontaneous math language (i.e., number and spatial language) of Spanish-speaking mothers and their 1- to 2-year-olds (N = 50) during home activities. Mothers varied enormously in their use of math language, and mother math language related to toddler math language, whereas mother non-math language did not. Children’s math language both preceded and followed mother math talk, suggesting imitation and reinforcement as important processes in children’s math language learning. Children also produced math language outside the context of mother input. Findings advance an understanding of children’s early math language in natural settings and have implications for interventions aimed at promoting math skills in toddlers from diverse backgrounds.
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U2 - 10.1080/15475441.2022.2099279
DO - 10.1080/15475441.2022.2099279
M3 - Article
AN - SCOPUS:85134015709
SN - 1547-5441
JO - Language Learning and Development
JF - Language Learning and Development
ER -