How Does the Modern Home Environment Impact Children's Mathematics Knowledge? Evidence from Canadian Elementary Children's Digital Home Numeracy Practice (DHNP)

Autor/inn/en	Alam, Sabrina Shajeen; Dubé, Adam Kenneth
Titel	How Does the Modern Home Environment Impact Children's Mathematics Knowledge? Evidence from Canadian Elementary Children's Digital Home Numeracy Practice (DHNP)
Quelle	In: Journal of Computer Assisted Learning, 39 (2023) 4, S.1211-1241 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alam, Sabrina Shajeen) ORCID (Dubé, Adam Kenneth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12795
Schlagwörter	Foreign Countries; Elementary School Students; Numeracy; Family Environment; Family Influence; Mathematics Skills; Knowledge Level; Models; Parents; Relationship; Mathematics Anxiety; Motivation; Expectation; Predictor Variables; Parent Participation; Canada + Suchen Sie Ihr Suchwort? Ausland; Rechenkompetenz; Familienmilieu; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Wissensbasis; Analogiemodell; Eltern; Wechselbeziehung; psychologische; Motivation (psychologisch); Expectancy; Erwartung; Prädiktor; Elternmitwirkung; Kanada
Abstract	Background: A strong knowledge of mathematics, beginning at the elementary level, is critical for participation in today's complex world. The home may be one way to facilitate individualized mathematics instruction, given that children spend more time at home than in an academic institution. Therefore, researchers are interested to see whether the home numeracy environment (HNE) can provide a solid foundation for children's mathematics understanding. Further, children's digital mathematics exploration at home is increasingly common (e.g., using math apps). Objectives: The present study evaluates the digital home numeracy practice (DHNP) model and explores its effect on children's mathematics knowledge across five domains (numeration, number operation, pattern recognition, spatial sense, and applied problem-solving). Methods: To conduct this study, 117 Canadian parents and their children from Grade 1 through 5 completed a DHNP survey and a range of in-person mathematics measures. Results and Conclusions: The results identified significant relations between parents and children's implicit mathematics factors (e.g., math anxiety, motivation). Children's mathematics anxiety and parents' academic estimations and expectations for their children positively predicted children's mathematics knowledge. In terms of DHNP components, parental involvement in DHNP predicted children's numeration and applied problem-solving knowledge. Implications: Taken together, the results detail the contribution of parental and child factors to children's mathematics knowledge and suggest that parents adjust their role in DHNP according to their children's mathematics ability. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01