Joy Polignano

TL;DR: In this article, the authors examined the effect of book type on teacher use of mathematical talk during shared book reading in preschool classrooms and trained teachers specifically to use mathematical talk in order to increase teacher mathematical talk compared to the use of nonmathematical storybooks.

Abstract: ABSTRACT Research Findings: This study examined age-based developmental trajectories of four key number sense (NS) skills within an accelerated longitudinal design. Using data from 408 preschoolers, ages 45 to 68 months, linear and latent basis growth curves were evaluated. Results indicated growth across NS skills was best represented as nonlinear for all but number naming. Significant variation in initial performance at 45 months was evident across skills, as was significant variation in growth for all skills but number naming. Practice or Policy: Mathematical skills at kindergarten entry have been supported as strong predictors of subsequent academic achievement as well as social emotional skills. Results of this study advance our understanding of the development of key skills in early mathematics during the preschool period and provide additional information about patterns of development of key NS skills across the preschool years. This information can be used to inform measurement development, consider timing of assessment practices, and promote targeted instruction in early education.

TL;DR: The authors examined the effect of training parents to focus on mathematical concepts and vocabulary during shared book reading and found that children increased their use of math talk during shared storybook reading following training.