Gilmore_6143-Article-56249-1-10-20210714.pdf (367.11 kB)
Next directions in measurement of the home mathematics environment: an international and interdisciplinary perspective
journal contributionposted on 2021-07-23, 12:44 authored by Caroline Byrd Hornburg, Giulia A Borriello, Melody Kung, Joyce Lin, Ellen Litkowski, Jimeno Cosso, Alexa Ellis, Yemimah King, Erica Zippert, Natasha J Cabrera, Pamela Davis-Kean, Sarah H Eason, Sara A Hart, Iheoma U Iruka, Jo-Anne LeFevre, Victoria Simms, Maria Ines Susperreguy, Abbie Cahoon, Winnie Wai Lan Chan, Sum Kwing Cheung, Marie Coppola, Bert De Smedt, Leanne Elliott, Nancy Esteves-Perez, Thomas Gallagher-Mitchell, Nicole Gardner-Neblett, Camilla GilmoreCamilla Gilmore, Diana Leyva, Erin A Maloney, George Manolitsis, Gigliana Melzi, Belde Mutaf-Yildiz, Gena Nelson, Frank Niklas, Yuejuan Pan, Geetha B Ramani, Sheri-Lynn Skwarchuk, Susan Sonnenschein, David J Purpura
This article synthesizes findings from an international virtual conference, funded by the National Science Foundation (NSF), focused on the home mathematics environment (HME). In light of inconsistencies and gaps in research investigating relations between the HME and children’s outcomes, the purpose of the conference was to discuss actionable steps and considerations for future work. The conference was composed of international researchers with a wide range of expertise and backgrounds. Presentations and discussions during the conference centered broadly on the need to better operationalize and measure the HME as a construct – focusing on issues related to child, family, and community factors, country and cultural factors, and the cognitive and affective characteristics of caregivers and children. Results of the conference and a subsequent writing workshop include a synthesis of core questions and key considerations for the field of research on the HME. Findings highlight the need for the field at large to use multi-method measurement approaches to capture nuances in the HME, and to do so with increased international and interdisciplinary collaboration, open science practices, and communication among scholars.
Grant from the National Science Foundation (DRL-1920479).
- Mathematics Education Centre
Published inJournal of Numerical Cognition
- AM (Accepted Manuscript)
Rights holder© The Authors
Publisher statementThis is an Open Access Article. It is published by PsychOpen under the Creative Commons Attribution 4.0 International Licence (CC BY 4.0). Full details of this licence are available at: https://creativecommons.org/licenses/by/4.0/