Home Math Literacy Environment, Mathematics Ability, and Disposition toward Mathematics of Young Children
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This study investigated the relations of young children’s math literacy experiences at home, their disposition toward mathematics, and math ability. Four-hundred eighty mothers of 3- to 6- year-old children completed questionnaires about their home math literacy environment and ninety-nine children were assessed on their disposition toward mathematics and mathematics ability. Results showed that differences in home math literacy environment were associated with child’s age, mother’s educational level, and regular math class attendance. The child’s disposition toward math was positively associated with the home math literacy environment, but not math ability. These findings suggest that disposition toward math may be related to play materials & space and math play－like games while math ability may be related to parental involvement and supports rather than math learning activities.
Abstract
This study investigated the relations of young children’s math literacy experiences at home, their disposition toward mathematics, and math ability. Four-hundred eighty mothers of 3- to 6- year-old children completed questionnaires about their home math literacy environment and ninety-nine children were assessed on their disposition toward mathematics and mathematics ability. Results showed that differences in home math literacy environment were associated with child’s age, mother’s educational level, and regular math class attendance. The child’s disposition toward math was positively associated with the home math literacy environment, but not math ability. These findings suggest that disposition toward math may be related to play materials & space and math play－like games while math ability may be related to parental involvement and supports rather than math learning activities.
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