2400078

Number and spatial skill development from 2 years to 2nd grade: Examining associations with home math environments in early and middle childhood.

A growing body of research has examined parents’ efforts to support young children’s number and spatial math skill development in the home.

Past research typically examines home math activities or parent talk about math and spatial concepts during the preschool years.

However, during elementary school, it is unclear how parents balance greater academic rigor and homework assistance, increasing digital media use, and home math activities to support children’s continued math learning.

This study examines children’s number and spatial math development in the context of families’ home math environments.

The goal is to identify areas of stability and change in parental support of children’s math learning beginning in toddlerhood through first and second grades.

Findings from this study will inform educators and parents about the home math practices that enhance math learning during early elementary school and the role of parents’ math engagement during child development.

This project draws data from a longitudinal study of 30-month-old children (N = 280) and their parents and follows them into early elementary school.

First, multi-method measurement of the home math environment (HME) will be collected in middle childhood.

Second, associations between the first-grade home math environment and gains in math skills from first to second grade will be examined.

Third, continuity in children’s number and spatial math skills from early childhood to middle childhood will be investigated.

Fourth, this study will examine whether early childhood math skills and home environment uniquely predict middle childhood math skills.

Children will complete assessments of math skills during two home visits in first and second grades.

A combination of structured observations, surveys, and time diary interviews will measure children’s home math environment.

The first and second grade data will be linked to early math skills and HME measures collected at ages 2 and 3 in the Parents Promoting Early Learning Project (DRL-1920545).

By identifying how early differences in number and spatial skills emerge, and the extent to which these foundational skills predict later math skills after the transition to school, this investigation will help inform future math interventions for young learners.

This project is cofunded by NSF's DRK-12 and EDU CORE Research (ECR) programs.

The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field.

Investments are made in critical areas that are essential, broad, and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development.

This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the foundation's intellectual merit and broader impacts review criteria.

Subawards are not planned for this award.

University Of Pittsburgh - Of The Commonwealth System Of Higher Education

THE GOAL OF THIS FUNDING OPPORTUNITY, "EDU CORE RESEARCH", IS IDENTIFIED IN THE LINK: HTTPS://WWW.NSF.GOV/PUBLICATIONS/PUB_SUMM.JSP?ODS_KEY=NSF21588

47.076 - Education and Human Resources

Division of Research on Learning in Formal and Informal Settings (DRL) [NSF]

Pittsburgh, Pennsylvania 15260-0001 United States

Single Zip Code

EHR Core Research (21-588)

Amendment Since initial award the total obligations have increased 145% from $1,499,147 to $3,679,974.