The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Preschool children's mathematical knowledge: The effect of teacher "math talk."
Abstract
This study examined the relation between the amount of mathematical input in the speech of preschool or day-care teachers and the growth of children's conventional mathematical knowledge over the school year. Three main findings emerged. First, there were marked individual differences in children's conventional mathematical knowledge by 4 years of age that were associated with socioeconomic status. Second, there were dramatic differences in the amount of math-related talk teachers provided. Third, and most important, the amount of teachers' math-related talk was significantly related to the growth of preschoolers' conventional mathematical knowledge over the school year but was unrelated to their math knowledge at the start of the school year.
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Cites
Statistical Power Analysis for the Behavioral Sciences
(1977) · doi:10.1016/c2013-0-10517-x · Cited by 2,457
Cited by
Mathematics Education for Young Children: What It is and How to Promote It
Ginsburg, H. P., Lee, J. S., & Boyd, J. S. (2008) · Child Policy Nexus · doi:10.1002/j.2379-3988.2008.tb00054.x · Cited by 432
Socioeconomic variation, number competence, and mathematics learning difficulties in young children
Jordan, N. C., & Levine, S. C. (2009) · Developmental Disabilities Research Reviews · doi:10.1002/ddrr.46 · Cited by 349
Self-citationMath talk during informal learning activities in Head Start families
Ramani, G. B., Rowe, M. L., Eason, S. H., & Leech, K. A. (2015) · Cognitive Development · doi:10.1016/j.cogdev.2014.11.002 · Cited by 277
Libertus, M. E., Duong, S., & Silver, A. (2020) · Encyclopedia of Infant and Early Childhood Development · doi:10.1016/b978-0-12-809324-5.23573-6 · Cited by 266
The relation between teacher input and lexical growth of preschoolers
BOWERS, E. P., & VASILYEVA, M. (2011) · Applied Psycholinguistics · doi:10.1017/s0142716410000354 · Cited by 173
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Metadata
- Authors
- Klibanoff, R. S., Levine, S. C., Huttenlocher, J., Vasilyeva, M., & Hedges, L. V.
- Venue
- Developmental Psychology
- Published
- 2006
- Volume
- 42
- Issue
- 1
- Pages
- 59-69
- ISSN
- 0012-1649 (ISSN-L)
- 1939-0599
- OpenAlex
- W2168268975
- Cited by
- 519
- References
- 1
- FWCI
- 7.02
- Type
- journal article
- Language
- en
- Open access
- closed
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- Klibanoff, R. S., Levine, S. C., Huttenlocher, J., Vasilyeva, M., & Hedges, L. V. (2006). Preschool children's mathematical knowledge: The effect of teacher "math talk.". Developmental Psychology. https://doi.org/10.1037/0012-1649.42.1.59
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
