Examination of Mother-Child Math Talks' Content and Process during Shared Book Reading

Autor/inn/en	Turker-Biber, Belma; Akinci-Cosgun, Aysegul; Aydin-Bolukbas, Feyza
Titel	Examination of Mother-Child Math Talks' Content and Process during Shared Book Reading
Quelle	In: International Journal of Educational Methodology, 7 (2021) 3, S.501-515 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Turker-Biber, Belma) ORCID (Akinci-Cosgun, Aysegul) ORCID (Aydin-Bolukbas, Feyza)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9632
Schlagwörter	Mothers; Parent Child Relationship; Reading Strategies; Story Reading; Childrens Literature; Mathematical Concepts; Family Environment; Skill Development; Interpersonal Communication; Parent Attitudes; Self Efficacy; Foreign Countries; Concept Formation; Parent Background; Educational Attainment; Occupations; Socioeconomic Status; Young Children; Mathematics Skills; Turkey + Suchen Sie Ihr Suchwort? Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Reading strategy; Leselernstufe; Lesetechnik; 'Children''s literature'; Kinderliteratur; Familienmilieu; Kompetenzentwicklung; Qualifikationsentwicklung; Interpersonale Kommunikation; Elternverhalten; Self-efficacy; Selbstwirksamkeit; Ausland; Concept learning; Begriffsbildung; Elternhaus; Bildungsabschluss; Bildungsgut; Beruf; Berufsumfeld; Socio-economic status; Sozioökonomischer Status; Frühe Kindheit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Türkei
Abstract	The study aims to analyze, in terms of content and process, the math talks between the mother and child during the shared book reading of the illustrated storybooks with math contents. The study group under the research is comprised of nine pairs of mother and child. The process of the study 18 videos which were recorded when two storybooks with math contents were read by the mothers. In the data collection process, each pair of mother and child together read two storybooks given to them in their home environment, and the entire process was video-recorded. Subsequently, interviews were held with mothers for identifying their views about supporting their children's math skills. It was shown that the content of mother-child math talks in the home environment was mostly about the learning area of numbers and counting skills. It was a remarkable result that math concepts such as sorting/ranking and properties/features of objects were not in the contents of mother-child math talks. The results from interviews with mothers, it was inferred that the mothers viewed themselves as inadequate for talking to their children about math concepts, and performed the math talks mostly on the basic skills such as counting the numbers. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@ijem.com; Web site: https://www.ijem.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01