Evaluating the effectiveness of a parent-informed family math engagement resource
Abstract
This study examined whether a parent-informed family math resource increased family math engagement during informal activities. Between 2022 and 2023, dyads of parents and preschoolers (N = 70; 3-4 years; 57% girls; 80% White, 11% Asian American, 6% Black, 3% multiracial or another race; 7% Latine) in the United States were randomly assigned to a Math or Control condition. After viewing the math resource, Math condition dyads engaged in more math utterances and talked about a greater range of math concepts compared to Control dyads. Math parents also asked more questions that engaged children in math talk. These condition differences extended to a transfer activity, suggesting that co-developing resources with parent input may be a promising strategy for effectively enhancing family math engagement.
Fields of Study & Subjects
Parental Involvement in Education
Cognitive and developmental aspects of mathematical skills
Family and Disability Support Research
Publication details
- Journal / source
- Child Development
- Publisher
- Oxford University Press (OUP)
- Volume
- 97
- Issue
- 1
- Pages
- 233–247
- Publication date
- 1 January 2026
- Language
- EN