Parents' numeracy beliefs and their early numeracy support: A synthesis of the literature.

Parents' academic beliefs influence the academic support they provide to their children. In this chapter, we review the published literature on empirical studies conducted with parents of preschoolers and propose a conceptual model for how different parental numeracy beliefs uniquely and differentially influence parents' early numeracy support and vary with their demographic characteristics. Parents' numeracy beliefs about their children were more consistently related to their numeracy support than their other numeracy beliefs but were inconsistently related to demographic characteristics. Parents' numeracy beliefs about themselves were significantly related to their socioeconomic status and the extent to which their numeracy support focused on advanced early numeracy skills, but were not significantly related to how often they provided numeracy support. We also discuss parents' beliefs regarding where and how children should learn numeracy. Overall, evidence to date highlights the role of parents' beliefs about their children as well as their socioeconomic status. We discuss several future directions.

• Publication year

  2021

• Venue

  Advances in Child Development and Behavior

• Publication date

  Unknown publication date

• Fields of study

  Medicine, Education, Psychology

• Identifiers
  DOI 10.1016/bs.acdb.2021.05.003PMID 34266568
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar, PubMed

• No claims are published for this paper.

• No concepts are published for this paper.

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