Background: A growing body of recent research has shown that parent–child mathematical activities have a strong effect on children's mathematical learning. However, this research was conducted predominantly in Western societies and focused mainly on mothers’ involvement in such activities. Aims: This study aimed to examine both mother–child and father–child numeracy activities in Hong Kong Chinese families and both parents’ unique roles in predicting young Chinese children's mathematics ability. Sample: A sample of 104 Hong Kong Chinese children aged approximately 5 years and their mothers and fathers participated in this study. Methods: Mothers and fathers independently reported the frequency of their own numeracy activities with their children. Children were assessed individually using two measures of mathematical ability. Hierarchical regression models were used to investigate the contribution of parent–child numeracy activities to children's mathematical ability. Results: Mothers’ participation in number skill activities and fathers’ participation in number game and application activities significantly predicted their children's mathematical performance even after controlling for background variables and children's language ability. Conclusions: This study extends previous research with a sample of Chinese kindergarten children and shows that parent–child numeracy activities are related to young children's mathematical ability. The findings highlight the important roles that mothers and fathers play in their young children's mathematical learning. Copyright © 2017 The British Psychological Society.
CitationHuang, Q., Zhang, X., Liu, Y., Yang, W., & Song, Z. (2017). The contribution of parent–child numeracy activities to young Chinese children's mathematical ability. British Journal of Educational Psychology, 87(3), 328-344.
- Chinese children
- Mathematics ability
- Parent–child numeracy activities