Fostering Parents’ Numeracy and Patterning Support

Funding provided by the Heising-Simons Foundation and the Society for Research in Child Development will assist our team to explore the role of parents in the development of prekindergarten numeracy and pattern knowledge. The overarching goal of this project is to develop a more comprehensive theory of parents’ support of their children’s early mathematics development, including how the frequency and complexity of parental support of children’s math development can be promoted.

Study 1 explores how the frequency and complexity of parental support of children’s patterning and numeracy skills in preschool relate to parents’ knowledge about numeracy and patterning development, child-specific patterning and numeracy beliefs, and their socioeconomic status.

Study 2 focuses on the malleability of parents’ knowledge about patterning and numeracy development and the effect of increasing it on parents’ patterning and numeracy beliefs and support through two play sessions and an information session.

Study 3 aims to identify culturally-sensitive ways parents can further mathematize their everyday lives to increase their support of their children’s patterning and numeracy development.

Study 4 aims to explore how the frequency and complexity of parental support of children’s patterning and numeracy skills in preschool relate to parents’ knowledge about numeracy and patterning development, child-specific patterning and numeracy beliefs, and their socioeconomic status, among parents in a developing country. Overall, this research aims to inform efforts to engage families and teachers in supporting a broad range of early math-relevant skills in parent-friendly and culturally-sensitive ways.

Learn more about this project in the links below:
Project Rationale

Project Publications

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