Dissertation/Thesis Abstract

Math and spatial talk by Spanish speaking family child care providers and assistants
by Munoz, Jemima, M.A., Mills College, 2015, 58; 1590895
Abstract (Summary)

The purpose of this study is to identify the frequency and type of math and spatial talk by family child care providers and assistants who speak Spanish to Latino children in the Northern California Bay Area. Two Spanish-speaking family child care providers and assistants were selected to participate in this study. Their language was audio recorded. The audio recorded data were transcribed, translated, and coded based on math and spatial categories. The findings show a greater frequency of spatial talk than math talk, specifically in the spatial categories of deictic terms and spatial location and direction. In the area of math talk, a higher frequency of math talk was found in the categories of cardinality, number symbol, counting, and conventional nominatives mirroring other studies. This study contributes to the research on Spanish-speaking family child care providers and assistants by identifying the frequency and specific categories of math and spatial talk provided in these family child care programs.

Indexing (document details)
Advisor: Kroll, Linda R.
Commitee: Shimpi, Priya
School: Mills College
Department: Education - Early Childhood Education
School Location: United States -- California
Source: MAI 54/05M(E), Masters Abstracts International
Subjects: Linguistics, Early childhood education
Keywords: Family child care, Latinas, Math talk, Spanish, Spatial talk
Publication Number: 1590895
ISBN: 978-1-321-80877-3
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