Evaluating the effectiveness of a parent-informed family math engagement resource

This study examined whether a parent-informed family math resource increased family math engagement during informal activities. Between 2022 and 2023, dyads of parents and preschoolers (N = 70; 3-4 years; 57% girls; 80% White, 11% Asian American, 6% Black, 3% multiracial or another race; 7% Latine) in the United States were randomly assigned to a Math or Control condition. After viewing the math resource, Math condition dyads engaged in more math utterances and talked about a greater range of math concepts compared to Control dyads. Math parents also asked more questions that engaged children in math talk. These condition differences extended to a transfer activity, suggesting that co-developing resources with parent input may be a promising strategy for effectively enhancing family math engagement.