The purpose of this study was to examine the effects of Latino parental involvement on children’s mathematical skills development and to increase family participation in and out of school with Take-Home Math Literacy Bags. The participants in the study were 13 preschoolers 3 to 5 years of age from a private urban bilingual child care program in northern New Jersey. The researcher conducted a 4-week bilingual (Spanish/English) family math program for Latino English Language Learner families. Data were collected through the use of pre/post student assessment interviews, family pre/post surveys, family experience surveys, researcher journal and anecdotes, and teacher interview and notes. Data analysis revealed improvement in the participants’ counting, shape recognition skills, and increased visits to the math center. Findings also indicated that Latino families enjoyed using the Take-Home Math Literacy Bags and that they helped them support their children’s math skills at home.
|School:||The William Paterson University of New Jersey|
|School Location:||United States -- New Jersey|
|Source:||MAI 57/02M(E), Masters Abstracts International|
|Subjects:||Mathematics education, Elementary education, Hispanic American studies|
|Keywords:||Dual language learners, Latino english language learners, Latino family involvement, Math, Preschool|
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