Early mathematical experiences: Observing young Black and White children’s everyday activities

By J. Tudge, Fabienne Doucet. 2004

179 citations recorded by the source corpus.

Children’s early mathematical experiences play an enormous role in the development of their understanding of mathematics, and serve as a foundation for their cognitive development. In this descriptive study, we observed the naturally occurring mathematical activities engaged in by thirty-nine 3-year-olds, equally divided by race/ethnicity and social class. We observed each child for 18 hours over the course of a single week, in such a way as to cover the equivalent of a complete day in its life. The children varied a good deal in the extent to which they were observed engaging in mathematical activities, but the variation was not explicable by race/ethnicity or class. For comparative purposes, we also report on the literacy-related activities in which the children were engaged.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/f2d0c8e1089f586c801d2872f4f3b9360149698e

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Citations in the corpus

“When” Students Miss School: The Role of Timing of Absenteeism on Students’ Test Performance (2017, background): “Prior research has found that home numeracy activities are less frequent than home literacy activities (Anders et al., 2011; LeFevre et al., 2009; Skwarchuk, 2009; Tudge & Doucet, 2004).”
Parents' Beliefs about Children's Math Development and Children's Participation in Math Activities (2012, background): “Although research shows that children’s math activities at home are related to their math skills, a significant portion of children have limited math involvement at home [8, 10, 11, 15].”
How Do Parents Support Preschoolers’ Numeracy Learning Experiences at Home? (2009, background): “Tudge and Doucet (2004) observed that preschool activities with mathematical content were not common.”
Mathematics Education in the Early Years: Building Bridges (2009, background): “Children’s development of mathematical understandings, stimulated by their natural curiosity and exploration of their environment, frequently occurs in social settings (Tudge & Doucet, 2004).”
Numeracy‐related exchanges in joint storybook reading and play (2009, background): “use of number words in conversations, singing number songs, reading number books, using money and playing games), more detailed observational studies have shown that parents actually do not support mathematical learning very frequently (Benigno and Ellis 2008 ; Tudge and Doucet 2004 ).”
Changes in Parent Involvement Across the Transition from Public School Prekindergarten to First Grade and Children's Academic Outcomes (2012, background): “In view of our results, we speculate that home-based improvements in educational supports for mathematics skills may be novel (Tudge & Doucet, 2004) and therefore a potentially more salient influence than supports for early reading and language skills.”
Embedding Mathematical Dialogue in Parent–Child Shared Book Reading: A Preliminary Investigation (2014, background): “Research suggests variability in the frequency and kinds of early mathematics activities that parents use with children (e.g., Blevins-Knabe, Austin, Musun, Eddy, & Jones, 2000; Blevins-Knabe & Musun-Miller, 1996; LeFevre et al., 2009; Tudge & Doucet, 2004).”
Math talk during informal learning activities in Head Start families (2015, background): “For example, Tudge and Doucet (2004) conducted an observational study of preschool children from both White and Black families from diverse SES backgrounds.”
Improving the Numerical Understanding of Children From Low-Income Families (2009, background): “Systematic observations of home and preschool environments of young children from low-income backgrounds indicate that neither environment typically provides many experiences where the children’s attention is directed to numerical magnitudes or other mathematical relations (Plewis, Mooney, & Creeser”
Maternal Math Talk in the Home and Math Skills in Preschool Children (2016, methodology): “However, these studies have done this by studying children younger than 4 years of age (Levine et al., 2010) or by looking at very specific math interactions, such as math lessons (Tudge & Doucet, 2004).”
School and home connections and children's kindergarten achievement gains: The mediating role of family involvement (2012, background): “Epstein (2001) argues that the ome and school constitute “overlapping spheres of influence” on hildren’s development and academic achievement, and that the egree to which educators and family members maintain positive ∗ Corresponding author.”
“Doing the Math”: Maternal Beliefs About Early Mathematics Versus Language Learning (2008, background): “Why do parents not see children's mathematics abilities and interests as strongly as they do those of language? Tudge and Doucet (2004) argued that “because reading is so visually apparent and speaking so audible, it may lend itself more readily to direct observations than does mathematics” (p.”