Math talk during informal learning activities in Head Start families
By Geetha B. Ramani, Meredith Rowe, Sarah H. Eason, Kathryn A. Leech. 2015
256 citations recorded by the source corpus.
Subfields: Education, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/fa63ac9e991b9b5c1a558ecefe1ef0398d742bb4
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- H. Rossbach
- Leanne Elliott
- Sabine Blaurock
- P. Davis‐Kean
- S. Cheung
- Catherine McBride
- Melissa E. Libertus
- S. Weinert
In Statistics and Probability
- P. Davis‐Kean
- H. Rossbach
- S. Cheung
- Catherine McBride
- Leanne Elliott
- Melissa E. Libertus
- María Inés Susperreguy
- Simone Lehrl
Citations in the corpus
- Promoting Math Talk in Adult–Child Interactions Through Grocery Store Signs (2019, background): “…research has shown that the amount of parental math talk that children are exposed to is related to children’s math abilities (Benavides-Varela et al., 2016; Elliott, Braham, & Libertus, 2017; Gunderson & Levine, 2011; Levine et al., 2010; Ramani et al., 2015; Susperreguy & Davis-Kean, 2016).”
- Maternal Math Talk in the Home and Math Skills in Preschool Children (2016, background): “Also, parents and children produce number words with different uses, which shows that the quality, and not only the amount, of math talk is a factor to consider when studying the verbal math input that children receive at home (Gunderson & Levine, 2011; Ramani et al., 2015).”
- Effectiveness of Parent–Child Number Board Game Playing in Promoting Chinese Kindergarteners’ Numeracy Skills and Mathematics Interest (2017, result): “Moreover, in line with findings of past studies with Western as well as Chinese samples (Anderson, 1997; Ramani et al., 2015; Skwarchuk, 2009; Vandermaas-Peeler et al., 2007, 2009; Zhou et al., 2006), the numeracy content introduced by parents to their kindergarten children during parent–child joint”
- Long-term and domain-specific relations between the early years home learning environment and students’ academic outcomes in secondary school (2020, background): “The amount and quality of “math talk” was shown to be associated with mathematical outcomes (Levine et al., 2010; Ramani et al., 2015).”