家長數學態度與家庭數學經驗對早期數學能力的影響

The Effects of Parents' Math Attitudes and Family Math Experiences on Early Math Skills

本研究目的為瞭解幼兒的家庭經驗如何影響早期數學能力發展，探究家長數學態度、家庭數學經驗類型與早期數學能力之間的關係。邀請大台北地區 132 對大班幼兒及母親，以及幼兒教師參與，收集問卷與個別施測資料。結果顯示，家長數學態度可分為數學有效性與數學能力知覺兩個構面，其中數學有效性預測家庭中直接數學教導的頻率；而數學能力知覺則預測家庭中間接數學活動的頻率。在控制幼兒特質與社經條件後，兩類家庭數學經驗對早期數學能力有不同的預測方向：間接數學活動正向預測早期數學能力，反之直接數學教導負向預測早期數學能力。研究結果對於如何提供合宜的家庭數學經驗，消弭學前階段因家庭因素造成的早期數學能力差異，提供重要的實務參考。

To better understand how math experiences at home shape young children’s development of math competency, this study investigated the relationships between parents’ math attitudes, family math experiences, and early math skills. Participants were 132 kindergarten children and their mothers and preschool teachers from Taipei City and New Taipei City. Data were collected from questionnaires and one-on-one testings of children. Two underlying constructs of parents’ math attitudes were identified: math usefulness and self-perceived competence in math. Math usefulness predicted frequency of direct math teachings, while self-perceived competence in math predicted frequency of indirect math activities. After controlling for child and SES factors, two types of home math experiences played contrasting roles in affecting early math skills: "indirect math activities" is a positive predictor and "direct math teachings" is a negative predictor, to early math skills. The results may shed some light on how to provide appropriate family math experiences and diminish the differences of early math skills of young children from diverse backgrounds.