The Influence of Being a Teacher on Parents' Home Math Support, Beliefs, and Knowledge (Poster 29)

• In Event: AERA Poster Session Seven
  In Poster Session: Early Education and Child Development SIG Posters

Abstract

Parents’ home math support predicts their preschoolers' concurrent and later math achievement. This study investigates whether there are differences in math support, beliefs, and knowledge about early math development among parents who are preschool or elementary school teachers and parents who are not. We examined two important components of math- numeracy and patterning. Based on an online survey of 344 parents of preschoolers, we found that parents who are preschool teachers often had more accurate knowledge about early math development and more positive math beliefs regarding their own children, and report more frequent and complex math support than other parents. Our findings highlight the potential role of parent-teacher communication about early math development. Additional implications will be discussed.

Authors

• Ashli-Ann Douglas, WestEd
  Presenting Author

• Maya Castiblanco
  Non-Presenting Author

• Camille Msall, Vanderbilt University
  Non-Presenting Author

• Rachael Kim
  Non-Presenting Author