Unpacking Sources of Variability in Parent Math Support in the Home Environment: A Qualitative Examination

• In Event: The Role of Caregivers in Fostering Student Learning and Development

Abstract

Previous work has demonstrated differences in parents’ beliefs and behaviors about the home math environment (HME) based on SES and other background characteristics1. Theoretically, the basis for these differences may be attributed to fewer resources and less time parents in low-income households have to invest in their children2-4. Although there is robust evidence of the link between SES and child math skills4,6-7, there is less consistent evidence that the HME is a strong predictor of math skills7-9. In the current work, we aim to understand these inconsistencies by exploring qualitative data from parents who reported high and low HME with their young children.

Authors

• Chelsea Leverett-Ptak, University of Pittsburgh

• Linsah Coulanges, University of Pittsburgh

• Elizabeth Votruba-Drzal, University of Pittsburgh

• Melissa Libertus, University of Pittsburgh

• Heather J. Bachman, University of Pittsburgh