A Cross-Cultural Study of Early Home Numeracy Experiences

• In Event: 63.085 - Poster Session 13
  In Poster Session: 63.085-6 - Early Education and Child Development SIG Poster Session

Abstract

Cross-cultural research has found that the mathematics performance of American elementary school children is lower than their Chinese peers. Current explanations focus on children’s experiences after formal schooling has begun, but since the differences exist at the beginning of first grade, it is reasonable to assume that earlier factors contribute to this gap in mathematical achievement. The current study is designed to compare the early home numeracy experiences of American and Chinese preschool children. We examine the frequencies and different types of home numeracy activities, whether the differences in early home numeracy experiences can partly predict any discrepancies in numeracy skills among the two groups, and whether particular types of activities are more predictive than others.

Authors

• Yile Zhou, The University of Iowa

• Joyce L. Moore, University of Iowa