The Relationship Between Preschoolers' Mathematical Ability and Mathematical Language During Joint Block Play

• In Event: The Role of Hands-On Materials in Mathematics Education

Abstract

This study investigated the type and amount of mathematical language children from differing socioeconomic backgrounds used during block play, along with the relation between children’s mathematical language and achievement scores. An analysis of data from 102 preschoolers revealed that low-income and middle-income children engaged in similar amounts of mathematical discourse during play. Furthermore, there was a significant association between children’s mathematics achievement test scores and math talk about measurement and size. Moreover, verbal language achievement test scores were positively associated with mathematical achievement test scores and overall math talk, underscoring the relation between mathematics knowledge and verbal language skills. Our study demonstrates the opportunity for children, especially those from low-income backgrounds, to engage in mathematical thinking during informal play experiences.

Authors

• Colleen Uscianowski, University of Cincinnati

• Maria Fernanda Ahumada, Teachers College, Columbia University

• Leslie Manlapig, Teachers College, Columbia University

• Herbert P. Ginsburg, Teachers College, Columbia University