American and Chinese Parental Involvement in Young Children's Mathematics Learning

Autor/inn/en	Pan, Yingqiu; Gauvain, Mary; Liu, Zhengkui; Cheng, Li
Titel	American and Chinese Parental Involvement in Young Children's Mathematics Learning
Quelle	In: Cognitive Development, 21 (2006) 1, S.17-35 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2014
DOI	10.1016/j.cogdev.2005.08.001
Schlagwörter	Parent Participation; Young Children; Mothers; Parent Child Relationship; Mathematics Education; Number Concepts; Computation; Comparative Analysis; Parents as Teachers; Mathematics Skills; Cultural Differences; Thinking Skills; China; United States + Suchen Sie Ihr Suchwort? Elternmitwirkung; Frühe Kindheit; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mathematische Bildung; Number concept; Zahlbegriff; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kultureller Unterschied; Denkfähigkeit; USA
Abstract	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-year-old 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. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10