2018_EJRNL_PP_ERICA_L_ZIPPERT_1.pdf
Terbatas Lili Sawaludin Mulyadi
» ITB
Terbatas Lili Sawaludin Mulyadi
» ITB
The goal of the current study is to develop a more complete understanding of the early home math
environment, encompassing both numeracy and non-numeracy aspects of that environment. Parents
of preschoolers (n = 63) were surveyed about their support of three components of early mathematics
knowledge (i.e., numeracy, spatial, and pattern) as well as parents’ math-related beliefs aboutthemselves
and their children. Children were administered a broad math knowledge assessment which included a
numeracy subscale, and individual measures of spatial and patterning skills in the fall (concurrently).
Broad math knowledge was measured again in the spring of the preschool year. Parents indicated providing some support of early math development through numeracy, spatial, and patterning activities,
with a stronger emphasis on numeracy than pattern and space. Parents’ child-specific ability beliefs
were related to their numeracy, pattern, and broad math support, while their parent-specific ability
beliefs were related to their spatial support. Parent support was rarely linked to child skills, except that
numeracy support related to concurrent numeracy knowledge. Findings suggest that although parents
do support a broad range of early math skills at home, parents tend to prioritize supporting early numeracy. Parents’ beliefs, especially about their child’s academic abilities, may influence components of the
early home math environment, but future research is needed to better understand the relations between
parent’s academic beliefs and the home math environment they create.