American and Chinese parental involvement in young children's mathematics learning |
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| Institution: | 1. Maryland Population Research Center, University of Maryland, College Park, MD 20742, United States;2. Department of Family Science, University of Maryland, College Park, MD 20742, United States;1. Faculty of Education, The University of Hong Kong, Hong Kong;2. Faculty of Education, University of Macau, Macau;3. Faculty of Education, East China Normal University, China;4. School of Humanities and Social Science, Chinese University of Hong Kong (Shenzhen), China |
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| 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. |
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