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Triangulating multi-method assessments of parental support for early math skills. | LitMetric

Triangulating multi-method assessments of parental support for early math skills.

Front Educ (Lausanne)

Department of Psychology and the Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States.

Published: November 2020

AI Article Synopsis

  • - The study compares different methods of measuring parental support for early math skills in children, addressing issues from previous research that relied on single methods, which limited understanding.
  • - Data was collected from 128 parents of 4-year-olds using a mix of semi-structured observations, questionnaires, and time diaries to assess frequency and types of math-related activities and discussions.
  • - Results showed that while there was some agreement between parent reports on activities and the frequency of those reported activities, there was little correlation between parent reports and actual observed math talk during interactions, suggesting a need for more comprehensive research methods in this area.

Article Abstract

Past research has examined parental support for math during early childhood using parent-report surveys and observational measures of math talk. However, since most studies only present findings from one of these methods, the construct (parental support for early math) and the method are inextricably linked, and we know little about whether these methods provide similar or unique information about children's exposure to math concepts. This study directly addresses the mono-operation bias operating in past research by collecting and comparing multiple measures of support for number and spatial skills, including math talk during semi-structured observations of parent-child interactions, parent reports on a home math activities questionnaire, and time diaries. Findings from 128 parents of 4-year-old children reveal substantial within-measure variability across all three data sources in the frequency of number and spatial activities and the type and content of parent talk about number and spatial concepts. Convergence in parental math support measures was evident among parent reports from the questionnaire and time diaries, such that scale composites about monthly number activities were related to number activities on the previous work day, and monthly spatial activities were correlated with spatial activities the prior non-work days. However, few parent report measures from the survey or time diary were significantly correlated with observed quantity or type of math talk in the semi-structured observations. Future research implications of these findings are discussed.

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Source
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8046029PMC
http://dx.doi.org/10.3389/feduc.2020.589514DOI Listing

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