[MATHLINK] 🔎 Zooming in on Caregivers’ Mathematics Beliefs - Thursday, February 17th @ 9am EST // 2pm GMT

MCLS Trainee mclstrainee at gmail.com
Wed Feb 16 16:25:00 CST 2022


Dear MCLS Community,

Please be sure to join us for our next symposium, this *Thursday, February
17 @ 9am EST // 2pm **GMT, *entitled, "Zooming in on Caregivers’
Mathematics Beliefs".

This symposium is organized by Erica Zippert (*Purdue University*) and
features talks by Ashli-Ann Douglas, (*Vanderbilt University*), Abbie
Cahoon (*Ulster University*), Susan Sonnenschein (*University of
Maryland-Baltimore County*), and Yeminah A. King (*Purdue University*).

*Click to join the meeting at anytime*: https://tinyurl.com/MCLS2021
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(Meeting ID: 225 833 7242, Password: MCLS2021)

Hope to see you there!
The MCLS Conference Organizing Committee
------------------------------
*Past Events and News: *

   - View previous recorded talks on our MCLS Trainee Youtube channel!
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   - Access the full MCLS 2021 program (which include the talks scheduled
   through May, 2022) by clicking here
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*Upcoming Events and News:*

   - #MCLS2022 Conference in Antwerp, Belgium:
      - *Deadline extended* for posters and symposium submission to *February
      28th @ midnight (CET)*
      - To submit, create an account at https://www.conftool.pro/mcls2022/
      <https://urldefense.proofpoint.com/v2/url?u=https-3A__the-2Dmcls.us20.list-2Dmanage.com_track_click-3Fu-3D52a664da881817eed812437d0-26id-3D32a5e233be-26e-3Df13dd00558&d=DwMFaQ&c=slrrB7dE8n7gBJbeO0g-IQ&r=VayoKepUaVSDRZHcUhnIjw&m=yDI_7uznAPNIN0Z9okERbx5jUeJ1dLyZaYGvIAG1Ev1LnuiZ064aszYIGo_dTlcr&s=3aFSN3Rl5R76i50Bx1-L6Fvo88mQ9vlnr5vipbCJ3Ds&e=>
      & then submit.
      - For more details, see the conference website: https://mcls2022.com
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      - To contact the conference organizers directly, email:
      info at mcls2022.com

------------------------------
*Abstract:*
Theoretical models of the home math environment (HME) commonly depict
parents’ math-related beliefs as predictive of their home math support and
children’s development (Eccles & Wigfield, 2020; Jacobs et al., 2005;
Skwarchuk et al., 2014). However, research on families of young children
has either examined these pathways inconsistently or not at all, and
empirical support for them is mixed. This may be in part because neither an
overarching theoretical model specific to parents of preschoolers nor valid
scales of math beliefs exist to guide research (Hornburg et al., in press).
To better understand caregivers’ math beliefs, additional research must: 1)
summarize existing findings to identify which types of belief survey items
most strongly and consistently predict math experiences and development
(Talks 1, 2, and 3), 2) employ qualitative interview and free response
questioning techniques to ensure that math belief survey items demonstrate
appropriate face validity (Talks 2 and 3); 3) further broaden HME research
to consider early informal math learning environments to include the
preschool classroom, preschool teachers, how they compare to parents’
beliefs, and the quality of math beliefs, respectively (Talks 3 and 4); and
finally, 4) measure and compare caregiver beliefs in multiple international
contexts and determine differences in beliefs by demographic variables
(Talks 1, 2, 3, and 4).

Authors of Talk 1 synthesize the literature examining math beliefs of
parents of preschoolers and describes relations between their beliefs to
home numeracy support. The review suggests that parents’ math beliefs
specific to their children (especially about children’s numeracy ability)
are most predictive of their numeracy support. Authors of Talk 2 examine
how two variations of European parents’ child-specific math beliefs (about
their expectations regarding their young child’s highest level of education
more generally and highest level of mathematics education specifically)
differentially predict children’s math development in the domain of
numeracy, and use interview techniques to elaborate upon parents’ survey
responses. They find that only parents’ beliefs about children’s highest
level of education more generally significantly predicts numeracy
development. Further, interview data sheds further light on their findings.
Authors of Talk 3 examine preschool teachers’ math beliefs in addition to
teachers’ math instructional practices and resources in their classrooms
across international contexts (U.S., China, and Japan) through surveys and
interviews. They find that teachers from all 3 countries rated early
mathematics instruction as important, but rated their levels of confidence
in teaching math as low, with differences emerging by geographic context.
Authors of Talk 4 examine child-specific beliefs (specifically their
ratings of preschoolers’ early numeracy and math language skills) of U.S.
parents and teachers regarding the same children, compares those beliefs to
each other, and to children’s respective skills assessed directly by
researchers (as a measure of quality of those beliefs). They find that
caregivers’ and teachers’ ratings were similar for some math skills, but
different for others. They also differed in terms of the accuracy with
which their ratings reflected children’s different specific math skills, as
well as the direction of their errors (e.g., under- versus overestimation).


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