語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
How Parents Support Early Numeracy D...
~
Uscianowski, Colleen.
FindBook
Google Book
Amazon
博客來
How Parents Support Early Numeracy Development During Shared Math Storybook Reading.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
How Parents Support Early Numeracy Development During Shared Math Storybook Reading./
作者:
Uscianowski, Colleen.
出版者:
Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:
114 p.
附註:
Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:
Dissertation Abstracts International79-09A(E).
標題:
Educational psychology. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10810370
ISBN:
9780355913934
How Parents Support Early Numeracy Development During Shared Math Storybook Reading.
Uscianowski, Colleen.
How Parents Support Early Numeracy Development During Shared Math Storybook Reading.
- Ann Arbor : ProQuest Dissertations & Theses, 2018 - 114 p.
Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Thesis (Ph.D.)--Columbia University, 2018.
Math storybook reading can be a beneficial activity in the home numeracy environment that facilitates children's exploration and understanding of numbers. Parents play an important role in guiding and supporting their children's math development through their joint engagement in the story. Exploring how parents and their children interact during home activities such as math storybook reading is crucial given strong associations between the home numeracy environment and later academic success. The primary goal of this study was to investigate how parents supported their children's early numeracy development as they responded to children's number mistakes and engaged their children in conversation about the number concepts present in the story. Observations of parent-child interactions (n = 47) while reading a math storybook and interviews with parents were intended to uncover how parents can use storybooks as a means of involving their children in math learning and guiding their understanding of numbers. The present study expands on the extant math storybook literature by examining the role of parental beliefs and home practices in shaping parents' and children's behaviors during math storybook reading. Results indicated that parents' beliefs about the importance of early math learning and their role in helping their children learn math were associated with a lower frequency of children's simple math mistakes, a greater degree of support parents provided in response to those mistakes, and a greater amount of simple math concepts parents discussed with their children while reading. Furthermore, children exposed to a greater frequency of home counting activities completed more of the math tasks in the storybook. Finally, three main factors that appeared to drive parents' selection and use of math storybooks were children's interest, attention spans, and math abilities. These findings support the use of math storybooks as a potentially beneficial activity that can elicit positive parent-child interactions around number concepts and demonstrate that parents are intentional in how they use storybooks to guide their children's math development. The results are discussed in relation to home support for early numerical development and contextualized within the math storybook literature.
ISBN: 9780355913934Subjects--Topical Terms:
517650
Educational psychology.
How Parents Support Early Numeracy Development During Shared Math Storybook Reading.
LDR
:03276nmm a2200301 4500
001
2201835
005
20190503132004.5
008
201008s2018 ||||||||||||||||| ||eng d
020
$a
9780355913934
035
$a
(MiAaPQ)AAI10810370
035
$a
(MiAaPQ)columbia:14676
035
$a
AAI10810370
040
$a
MiAaPQ
$c
MiAaPQ
100
1
$a
Uscianowski, Colleen.
$3
3428565
245
1 0
$a
How Parents Support Early Numeracy Development During Shared Math Storybook Reading.
260
1
$a
Ann Arbor :
$b
ProQuest Dissertations & Theses,
$c
2018
300
$a
114 p.
500
$a
Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500
$a
Adviser: Herbert P. Ginsburg.
502
$a
Thesis (Ph.D.)--Columbia University, 2018.
520
$a
Math storybook reading can be a beneficial activity in the home numeracy environment that facilitates children's exploration and understanding of numbers. Parents play an important role in guiding and supporting their children's math development through their joint engagement in the story. Exploring how parents and their children interact during home activities such as math storybook reading is crucial given strong associations between the home numeracy environment and later academic success. The primary goal of this study was to investigate how parents supported their children's early numeracy development as they responded to children's number mistakes and engaged their children in conversation about the number concepts present in the story. Observations of parent-child interactions (n = 47) while reading a math storybook and interviews with parents were intended to uncover how parents can use storybooks as a means of involving their children in math learning and guiding their understanding of numbers. The present study expands on the extant math storybook literature by examining the role of parental beliefs and home practices in shaping parents' and children's behaviors during math storybook reading. Results indicated that parents' beliefs about the importance of early math learning and their role in helping their children learn math were associated with a lower frequency of children's simple math mistakes, a greater degree of support parents provided in response to those mistakes, and a greater amount of simple math concepts parents discussed with their children while reading. Furthermore, children exposed to a greater frequency of home counting activities completed more of the math tasks in the storybook. Finally, three main factors that appeared to drive parents' selection and use of math storybooks were children's interest, attention spans, and math abilities. These findings support the use of math storybooks as a potentially beneficial activity that can elicit positive parent-child interactions around number concepts and demonstrate that parents are intentional in how they use storybooks to guide their children's math development. The results are discussed in relation to home support for early numerical development and contextualized within the math storybook literature.
590
$a
School code: 0054.
650
4
$a
Educational psychology.
$3
517650
650
4
$a
Mathematics education.
$3
641129
690
$a
0525
690
$a
0280
710
2
$a
Columbia University.
$b
TC: Cognitive Studies in Education.
$3
1677429
773
0
$t
Dissertation Abstracts International
$g
79-09A(E).
790
$a
0054
791
$a
Ph.D.
792
$a
2018
793
$a
English
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10810370
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9378384
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入