American and Chinese parental involvement in young children's mathematics learning

By Yingqiu Pan, M. Gauvain, Zhengkui Liu, Li Cheng. 2006

110 citations recorded by the source corpus.

This study compared the involvement of American and Chinese mothers in their 5- and 7-year-old children's number learning in their everyday experience and during mother-child interaction on mathematics tasks pertaining to proportional reasoning. Results indicated that Chinese mothers of both the 5- and 7-yearold children were more likely to teach mathematics calculation in their everyday involvement with children's number learning than their American counterparts. No differences were found in maternal instruction between American and Chinese mothers during the mother-child interaction on mathematics tasks. However, maternal instruction was related to Chinese children's learning of proportional reasoning but negligibly related to American children's learning of proportional reasoning. (c) 2005 Elsevier Inc. All rights reserved.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/5018e7003481bde007c0cb6f0c23fb1728192f5a

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Citations in the corpus

Cross-lagged relationships between home learning environment and academic achievement in Chinese (2015, background): “As a result of the one-child policy, parents pay substantial attention to their children’s academic achievement (Pan et al., 2006; Tam & Chan, 2009).”
Do home numeracy and literacy practices of Greek and Canadian parents predict the numeracy skills of kindergarten children? (2010, background): “…addition, word reading) predicted counting and number naming for preschoolers (LeFevre, Clarke, and Stringer 2002) and Kindergarten children (Blevins-Knabe and Musun-Miller 1996; Pan et al. 2006; cf. Blevins-Knabe et al. 2000) or were correlated with later math achievement (Huntsinger et al. 2000).”
The Impact of Family Involvement on the Education of Children Ages 3 to 8: A Focus on Literacy and Math Achievement Outcomes and Social-Emotional Skills. (2013, background): “This may be because not all parents feel comfortable and confident about conducting math activities with their children, even in the early years (Pan et al., 2006).”