Latino Kindergarteners' Math Growth, Approaches to Learning, and Home Numeracy Practices

Autor/inn/en	Leyva, Diana; Yeomans-Maldonado, Gloria; Weiland, Christina; Shapiro, Anna
Titel	Latino Kindergarteners' Math Growth, Approaches to Learning, and Home Numeracy Practices
Quelle	80 (2022), Artikel 101417 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3973
Schlagwörter	Hispanic American Students; Kindergarten; Family Environment; Numeracy; Mathematics Skills; Low Income Groups; Skill Development; Correlation; Parents; Learning Strategies; Cognitive Style; Attention; Learner Engagement; Persistence; Student Motivation + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Familienmilieu; Rechenkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Korrelation; Eltern; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cognitive styles; Kognitiver Stil; Aufmerksamkeit; Ausdauer; Schulische Motivation
Abstract	There is limited research on the relation between approaches to learning (ATL) and Latino kindergarteners' math development, and mixed results regarding the role of Latino home numeracy practices. This study examined the associations among Latino kindergarteners' ATL, home numeracy practices, and growth in math skills. Participants were 151 low-income Latino parents and their children (M age = 67 months; 52% female). In early fall(beginning of kindergarten), parents completed a home numeracy survey and children's ATL were assessed. At three time points during the kindergarten year (early and late fall, and spring), children's math skills were assessed. Positive linear growth in Latino kindergarteners' math skills was observed. Latino kindergarteners' ATL positively related to variation in math skills, but not growth. Home numeracy practices did not relate to math skills. Findings highlight the unique role that ATL might play as an ecocultural asset that supports Latino kindergarteners' math development. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01