评估一个父母知情的家庭数学参与资源的有效性
Sarah H Eason1, Can Çarkoğlu1, Siqi Zhang1
1Department of Human Development and Family Science, Purdue University, West Lafayette, IN, United States.
Child development
|January 29, 2026
概括
一个新的家庭数学资源促进了父母和学龄前儿童在日常活动中对数学的参与. 数学小组中的家长使用了更多的数学语言,并讨论了各种数学概念,显示了资源有效性.
科学领域:
- 幼儿教育 儿童早期教育
- 家庭参与STEM的参与
- 数学教育教育 数学教育
背景情况:
- 家庭的数学参与对于早期的数学发展至关重要.
- 非正式的学习环境为数学探索提供了独特的机会.
- 家长的参与显著影响孩子的学业成绩.
研究的目的:
- 为了评估父母知情的家庭数学资源对家庭数学参与的影响.
- 确定资源是否在非正式活动期间增加了数学谈话和概念探索.
- 评估学习的参与策略对新环境的可转移性.
主要方法:
- 随机对照试验与家长-学龄前儿童二合体 (N=70).
- 干预组接受了父母告知的家庭数学资源.
- 对照组没有收到任何特定的数学资源.
- 在活动期间收集数学发言,概念范围和问题类型的数据.
主要成果:
- 数学条件二元体比控制二元体表现出明显更多的数学发言.
- 数学资源小组讨论了更广泛的数学概念.
- 数学小组的家长提出了更多的问题,促进了孩子的数学谈话.
- 这些好处在主要活动和转移活动中都被观察到.
结论:
- 一个父母知情的家庭数学资源有效地提高了家庭数学参与度.
- 与家长共同开发资源是改善数学教育的一个有希望的策略.
- 针对非正式学习的干预措施可以积极影响早期的数学技能和态度.
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