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The role of parenting in children's math learning: A dual-pathway model
Eva M Pomerantz1, Jiawen Wu1, Carolyn MacDonald1
1Department of Psychology, University of Illinois Urbana-Champaign, Champaign, IL, USA.
None:
Parents' involvement in children's math learning is a critical, yet underutilized, resource. Drawing on cognitive and motivational perspectives, this chapter introduces a dual-pathway model highlighting the importance of parents' cognitive and motivational math parenting practices in fostering children's math learning. Cognitive practices include the content, level, and structure of parents' math talk and gestures. Through these practices, parents introduce numeracy concepts and scaffolded support within children's zone of proximal development, thereby providing cognitive resources for the development of children's math skills. Motivational practices include parents' autonomy-support (vs. control), positive (vs. negative) affect, and process (vs. person)-orientation around math. These practices fulfill children's basic psychological needs, which develops children's math beliefs, motivation, and engagement. Empirical evidence demonstrates that parents' cognitive and motivational practices each contribute uniquely-and in an additive fashion-to children's math learning, with the possibility of interactive effects. Proximal antecedents (e.g., attributes of children, parents, and the learning context) can shape both types of practices. By delineating distinct yet complementary mechanisms of parents' influence, the dual-pathway model offers a unified framework to inform future research, educational practices, and family-focused interventions aimed at enhancing children's math learning.
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