Early Mathematics Experiences and Mathematics Learning in Kindergartners

• In Event: Roundtable Session 14
  In Roundtable Session: Teaching and Learning Math: Examining Student and Teacher Experiences With Math Education

Abstract

We examined the relations between early mathematics experiences at home and in the classroom and children’s mathematics skills learning in kindergarten (N= 5,845). Structural equation modeling was used to estimate the individual differences in these relations. Our results showed that teachers’ beliefs regarding what was important for children to be prepared for in mathematics influenced children’s involvement in mathematics activities. We also found that kindergarteners who were provided with ample experience with reading and singing activities, mathematics learning practice, problem-solving activities, and using arts- or life-related materials tended to show greater mathematics thinking skills and obtained higher achievement scores. We highlight intriguing variations in the relative contribution of mathematics instruction and activities to mathematics skills and scores.

Authors

• Eunjoo Jung, Syracuse University

• Yue Zhang, Syracuse University

• Jason Chiang, Syracuse University