Examining Critical Factors in Parent-Child Math Engagement

Learner variability presents an enormous challenge for teachers and schools. Even as early as kindergarten, incredible learner diversity exists in terms of children's early learning experiences, especially in mathematics. Research has shown that this variability begins in the home environment, where parents and caregivers have the biggest impact on the child's readiness for school. Regular, high-quality, parent-child shared math interactions have a great impact on the child's foundational math knowledge. However, there are limited studies on the parent motivations that drive these interactions, especially for parents of young children (ages 3- to 5-years-old) in the area of mathematics. The present study focuses on the continued development of a survey instrument that helps stakeholders better understand parent/caregiver perceptions, decision-making, and behaviors around mathematical parenting in the home. This study builds on previous work (e.g., Betts, 2021) that establishes RESET (Role, Expectations, Skills, Efficacy, Time) as a framework for examining the parent perceptions and motivations that most influence interactions in the home mathematics environment. A convenience sample (n = 63) was used to pilot the survey instrument and test the reliability of items. Building on prior work, the present study tests a revised tool designed to collect data on mathematical parenting practices (i.e., perceptions, motivations, and behaviors) in the home to help increase our understanding of the ways families can be guided to support the early mathematics learning of their young children. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]