【英文摘要】
Home numeracy experiences are positively associated with early math skills. However, young children’s numeracy experiences at home are limited, partly due to parents’ inadequate knowledge to provide learning resources and support. The study aims to develop family numeracy modules and to evaluate the effectiveness of activity-based or activity- and interaction-based interventions. Nine numeracy modules were designed based on a conceptual framework for learning early math. Forty dyads of kindergarten children and their mothers were randomly assigned to groups 1-3: group 1 participated in the math activity program only; group 2 participated in the math activity and interaction quality programs; group 3 participated in the math activity, interaction quality, and scaffolding skills programs. The intervention stage lasted 8 weeks. During the pre-test and post-test session, mothers completed a parent questionnaire, the dyads were then invited to join math activities and were video-recorded. Also, the children were individually tested for their early math skills. Results showed that parents’ math attitudes, home numeracy experiences, and children’s early math skills were significantly improved. However, the interaction-based interventions yielded significant group differences in scaffolding skills only, but not in interaction quality. The results support the claims that playful, indirect math activities may not only have beneficial effects on parental attitudes toward math and home numeracy experiences, but also on helping young children learn math concepts. The scaffolding items and the coaching intervention could be further applied in parent education programs.
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