Young Girls' Arithmetic and Spatial Skills: The Distal and Proximal Roles of Family Socioeconomics and Home Learning Experiences

Autor/inn/en	Dearing, Eric; Casey, Beth M.; Ganley, Colleen M.; Tillinger, Miriam; Laski, Elida; Montecillo, Christine
Titel	Young Girls' Arithmetic and Spatial Skills: The Distal and Proximal Roles of Family Socioeconomics and Home Learning Experiences
Quelle	In: Early Childhood Research Quarterly, 27 (2012) 3, S.458-470 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2012.01.002
Schlagwörter	Females; Spatial Ability; Arithmetic; Mathematics Skills; Family Influence; Socioeconomic Status; Family Environment; Cognitive Development; Correlation; Grade 1; Elementary School Students; Verbal Ability; Predictor Variables + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Räumliches Vorstellungsvermögen; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Socio-economic status; Sozioökonomischer Status; Familienmilieu; Kognitive Entwicklung; Korrelation; School year 01; 1. Schuljahr; Schuljahr 01; Mündliche Leistung; Prädiktor
Abstract	The present study addressed girls' (N=127) early numerical and spatial reasoning skills, within the context of a critical environment in which these cognitive skills develop, namely their homes. Specifically, proximal links between distal family socioeconomic conditions and first-grade girls' arithmetic and spatial skills were examined (mean age=6.72 years; SD=0.34). The proximal roles of two factors were considered: the general learning characteristics of girls' homes, and the kinds of math and spatial learning activities in which girls participated. General quality of the home learning environment and specific math activities mediated the relation between family socioeconomics and girls' arithmetic skills. In contrast, socioeconomics and home learning experiences were related to girls' spatial skills indirectly only through their verbal skills; spatial activities were not proximal predictors of spatial skills. For both arithmetic and spatial skills, mothers' spatial skills were a strong predictor. Future research and intervention implications of these findings are discussed. (Contains 4 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10