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

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

doi:10.1037/0012-1649.42.1.59

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

Statistics and Data Science

Research output: Contribution to journal › Article › peer-review

345 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 language	English (US)
Pages (from-to)	59-69
Number of pages	11
Journal	Developmental psychology
Volume	42
Issue number	1
DOIs	https://doi.org/10.1037/0012-1649.42.1.59
State	Published - 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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10.1037/0012-1649.42.1.59

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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.",

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AB - 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.

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

Abstract

Keywords

ASJC Scopus subject areas

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