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<p>This article presents results from a ten-week home-based mathematics intervention for families of preschool-aged&#xa0;children. Families were placed in a control group, a five week intervention group, or a ten-week intervention group where&#xa0;they received weekly take-home packs (MathPacks) focusing on mathematical play in the areas of geometry, early&#xa0;numeracy, algebra, measurement, and data analysis. Findings show an increase in mathematical talk and caregiver/child&#xa0;interactions based on the MathPack intervention in addition to positive shifts in caregiver and child beliefs about their&#xa0;ability to do mathematics (for both the five-week and ten-week treatment groups). Findings also indicate that MathPacks&#xa0;have a positive impact on children’s understanding of sophisticated early childhood mathematical concepts such as&#xa0;subitizing. Implications for early childhood educators and strategies for supporting home and school connections in&#xa0;mathematics for young children are presented.</p>

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Project MathPack: Examining Play-Based Mathematics Interactions in Home Environments

  • 期刊论文

  • 发表日期：

    2025年10月31日

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  • Sandra M. Linder,
  • Dani M. Larson,
  • Kafayat A. Adesina,
  • Lauretta Osho,
  • Yamil Ruiz

摘要

This article presents results from a ten-week home-based mathematics intervention for families of preschool-aged children. Families were placed in a control group, a five week intervention group, or a ten-week intervention group where they received weekly take-home packs (MathPacks) focusing on mathematical play in the areas of geometry, early numeracy, algebra, measurement, and data analysis. Findings show an increase in mathematical talk and caregiver/child interactions based on the MathPack intervention in addition to positive shifts in caregiver and child beliefs about their ability to do mathematics (for both the five-week and ten-week treatment groups). Findings also indicate that MathPacks have a positive impact on children’s understanding of sophisticated early childhood mathematical concepts such as subitizing. Implications for early childhood educators and strategies for supporting home and school connections in mathematics for young children are presented.