A research basis for talking math

A University of Chicago study is summarized this way:

The amount of time parents spend talking about numbers has a much bigger impact on how young children learn mathematics than was previously known, researchers at the University of Chicago have found.

For example, children whose parents talked more about numbers were much more likely to understand the cardinal number principle — which states that the size of a set of objects is determined by the last number reached when counting the set.

Further down,

“These findings suggest that encouraging parents to talk about numbers with their children, and providing them with effective ways to do so, may positively impact children’s school achievement,” said [Susan] Levine, the Stella M. Rowley Professor in Psychology [and director of the study].

That’s what we are all about here at Talking Math with Your Kids:

  1. Encouragement, and
  2. Providing effective strategies.

You can get started with these posts about number.

One thought on “A research basis for talking math

  1. Pingback: Parent letters | Overthinking my teaching

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