Are Children's Spontaneous Number Focusing Tendencies Related to Their Home Numeracy Environment?

Autor/inn/en	Rathé, Sanne; Torbeyns, Joke; De Smedt, Bert; Verschaffel, Lieven
Titel	Are Children's Spontaneous Number Focusing Tendencies Related to Their Home Numeracy Environment?
Quelle	In: ZDM: The International Journal on Mathematics Education, 52 (2020) 4, S.729-742 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rathé, Sanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-020-01127-z
Schlagwörter	Young Children; Numeracy; Family Environment; Mathematics Skills; Kindergarten; Early Childhood Education; Foreign Countries; Attention; Belgium + Suchen Sie Ihr Suchwort? Frühe Kindheit; Rechenkompetenz; Familienmilieu; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Aufmerksamkeit; Belgien
Abstract	Young children show large individual differences in their tendency to focus spontaneously on numerical aspects (e.g., numerosities or Arabic number symbols) of their everyday environment. The origins of these individual differences are unclear. Given the role of the home numeracy environment (HNE) in children's early mathematical development and the assumed link between children's spontaneous number focusing tendencies and their numerical behavior in everyday life, it is plausible that children's spontaneous focusing tendencies are related to their HNE. The present study aimed to test this hypothesis by longitudinally investigating children's spontaneous focusing on numerosity (SFON) and spontaneous focusing on Arabic number symbols (SFONS) in relation to their HNE. Participants were 128 children (4- to 5-year-olds), who were followed from the second until the third year of Flemish kindergarten. In both kindergarten years, children completed a SFON and SFONS Picture task while their parents completed a home numeracy questionnaire. Correlation analyses and structural equation modeling revealed no significant associations between children's spontaneous number focusing tendencies and their HNE, neither in second nor in third year of kindergarten. This finding suggests that children's spontaneous number focusing tendencies are not per se related to their HNE. Various possible explanations for this unexpected finding are discussed and directions for further research on this relationship are suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01