Poster #37 - Young Children’s Opportunities to Learn about Measurement

• In Event: Poster Session 02

Abstract

Mathematics is a vital part of life and it is imperative to prioritize early childhood experiences that lay a solid foundation for later learning. These early experiences matter; there is a positive correlation between preschool math skills and gains in math achievement through high school (Watts et al., 2014). Furthermore, when children receive research-based math interventions in preschool, they show improvements in the specific math skills that support later achievement (Siegler & Ramani, 2009; Siegler et al., 2012).

In this study, we explored the nature of three- to five-year old children’s opportunities to learn about one facet of early math: numbers as measurement. Prior research with parents of young children (Zippert & Rittle-Johnson, 2018) suggests a heavy focus on numeracy activities that reflect numbers as counts. However, a measurement understanding of number can support later, challenging concepts such as division and fractions (Siegler et al., 2011). Furthermore, measurement may help children understand zero, a key aspect of understanding place value in later grades (McGuire et al., 2010). To our knowledge, no study of early home math environment has assessed whether parents are providing opportunities to measure. We expected that there would be relatively few opportunities for children to learn about measurement and zero, in comparison to counting.

In Study 1, we interviewed preschool children’s parents and school directors (N = 16) about math resources used at home. As expected, participants made many mentions of counting (n = 112) and addition and subtraction (n = 25), but few of measurement (n = 10) and zero (n = 0). Out of the 44 resources mentioned, only seven would support measurement. In Study 2, researchers expanded the resources mentioned in Study 1 (N = 100 resources) and coded all resources for math content (counting comparing numbers/sizes, simple addition/subtraction, shapes/geometry, patterns, zero, and measurement). As expected in Study 2, many of the resources available to 3–5-year-old children at home emphasize counting and simple addition and subtraction, and few include opportunities for measurement and zero (see Figure).

Finally, in Study 3, parents (N = 163 participants, national online sample) asked how often they were counting at home and measuring at home with their children. In line with the distribution of math content in popular early resources, we found vast differences between parents’ self-reported engagement. Many parents reported counting daily with their children but focused on measurement much less frequently, with many reporting measuring once a week or once a month. Across these three studies, we have begun to document a scarcity of resources for helping parents introduce their children to two early mathematics concepts that set the stage for later learning: measurement and zero. In ongoing work, we are examining the relationship between children’s knowledge of measuring and knowledge of zero. We aim to design a parent-focused intervention to support children’s early learning about numbers as measurement.

Authors

• Amanda Kruczkowski, University of Kentucky

• Pooja Gupta Sidney, University of Kentucky
  Presenting Author