Parent-Child Interaction During Home Numeracy Activities: A Comparison of Traditional and Technology-Based Contexts

• In Event: Crown Plaza Roundtable Session 6
  In Roundtable Session: Early Childhood Math Learning

Abstract

There is a positive relationship between early home numeracy experiences and children’s later numerical skills. Parent-child interaction, as one factor that influences the quality of early numeracy experience, may be influenced by the tools parent-child dyads use in numeracy-related activities at home. In particular, children now have new ways to engage in numeracy activities using technologies such as touchscreen digital devices. The purpose of the study is to investigate parent-child interactions while playing a traditional numeracy-related board game and technology-based version of the same game. We focus on whether parents provide different quantities and types of scaffolding behaviors, and whether the mathematical content of the interactions parents and children have in the two contexts varies in quantity and type.

Authors

• Yile Zhou, The University of Iowa

• Joyce L. Moore, University of Iowa