Gilmore_6143-Article-56249-1-10-20210714.pdf (367.11 kB)
Download fileNext directions in measurement of the home mathematics environment: an international and interdisciplinary perspective
journal contribution
posted 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 PurpuraThis 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.
Funding
Grant from the National Science Foundation (DRL-1920479).
History
School
- Science
Department
- Mathematics Education Centre
Published in
Journal of Numerical CognitionVolume
74Issue
2Pages
195-220Publisher
PsychOpenVersion
- AM (Accepted Manuscript)
Rights holder
© The AuthorsPublisher statement
This 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/Acceptance date
2021-04-18Publication date
2021-07-23Copyright date
2021ISSN
2363-8761eISSN
2363-8761Publisher version
Language
- en