Scholarlink

<p>This study examines the feasibility and perceived impact of a virtual family math model designed to support early mathematics engagement among diverse families. The model integrates five weekly virtual workshops with mailed, hands-on math kits to promote parent–child interaction and extend learning into everyday home contexts. Using a descriptive mixed-methods design, data were collected from 38 parents of children ages 2–5 in Los Angeles through pre- and post-surveys and focus group data. Survey findings indicated high levels of participation, sustained engagement, and increases in parent-reported child math knowledge across domains such as patterns, shapes, and problem-solving. Parents also reported greater confidence in supporting their children’s math learning and more positive attitudes toward math among their children. Qualitative findings revealed that hands-on activities made math tangible and enjoyable, while shared participation fostered family collaboration and bonding. Together, findings suggest that virtual, practice-based models that combine structured guidance, accessible materials, and relational learning opportunities can effectively reposition math as a collaborative family practice. This study contributes to research on the home math environment by highlighting the importance of interactional quality, caregiver confidence, and culturally grounded approaches to family engagement.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Home is a Math Learning Space! A Practice-Based Model for Engaging Diverse Families in Early Mathematics

  • 期刊论文

  • 发表日期：

    2026年7月16日

查看全文
  • S. Beltrán-Grimm,
  • J. Ramirez,
  • E. Serna,
  • B. Brundage,
  • R. Dela Cruz,
  • L. Romero-Herrera

摘要

This study examines the feasibility and perceived impact of a virtual family math model designed to support early mathematics engagement among diverse families. The model integrates five weekly virtual workshops with mailed, hands-on math kits to promote parent–child interaction and extend learning into everyday home contexts. Using a descriptive mixed-methods design, data were collected from 38 parents of children ages 2–5 in Los Angeles through pre- and post-surveys and focus group data. Survey findings indicated high levels of participation, sustained engagement, and increases in parent-reported child math knowledge across domains such as patterns, shapes, and problem-solving. Parents also reported greater confidence in supporting their children’s math learning and more positive attitudes toward math among their children. Qualitative findings revealed that hands-on activities made math tangible and enjoyable, while shared participation fostered family collaboration and bonding. Together, findings suggest that virtual, practice-based models that combine structured guidance, accessible materials, and relational learning opportunities can effectively reposition math as a collaborative family practice. This study contributes to research on the home math environment by highlighting the importance of interactional quality, caregiver confidence, and culturally grounded approaches to family engagement.