Preschool children's mathematical knowledge: The effect of teacher "math talk"

Raquel S. Klibanoff, Susan C. Levine*, Janellen Huttenlocher, Marina Vasilyeva, Larry V. Hedges

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

240 Scopus citations

Abstract

This study examined the relation between the amount of mathematical input in the speech of preschool or day-care teachers and the growth of children's conventional mathematical knowledge over the school year. Three main findings emerged. First, there were marked individual differences in children's conventional mathematical knowledge by 4 years of age that were associated with socioeconomic status. Second, there were dramatic differences in the amount of math-related talk teachers provided. Third, and most important, the amount of teachers' math-related talk was significantly related to the growth of preschoolers' conventional mathematical knowledge over the school year but was unrelated to their math knowledge at the start of the school year.

Original languageEnglish (US)
Pages (from-to)59-69
Number of pages11
JournalDevelopmental psychology
Volume42
Issue number1
DOIs
StatePublished - Jan 2006

Keywords

  • Early math development
  • Number skills
  • Preschool mathematics
  • Teacher input

ASJC Scopus subject areas

  • Demography
  • Developmental and Educational Psychology
  • Life-span and Life-course Studies

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