Parents' Early Home Numeracy Approaches Do Not Match the Approaches They Think Are Most Important

• In Event: Fairmont Roundtable Session Eleven
  In Roundtable Session: Research on STEM in Early Childhood (Table 6)

Abstract

Although children’s exposure to math at home is a crucial source of early math knowledge, little is known about why parents choose particular pedagogical approaches at home. The current study examines what pedagogical approaches parents believe to be best and if these beliefs align with the approaches they use most often. In a survey of 344 preschool parents, most parents (45%) reported that they most often use the pedagogical approach of incorporating math during daily routines. Notably, although used most often, the “daily routines” approach was actually selected by most parents (38%) as the least important approach. In fact, most parents (38%) ranked the “direct teaching” approach as most important. Further implications for these results will be discussed.

Authors

• Camille Msall, Vanderbilt University
  Presenting Author

• Ashli-Ann Douglas, WestEd
  Non-Presenting Author