Dissertation/Thesis Abstract

Promoting Mathematical Literacy in Latino Children Through Family Involvement at School and at Home
by Espinosa, Carmen, M.Ed., The William Paterson University of New Jersey, 2018, 126; 10689826
Abstract (Summary)

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.

Indexing (document details)
Advisor: Seplocha, Holly
School: The William Paterson University of New Jersey
Department: Educational Leadership
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
Publication Number: 10689826
ISBN: 978-0-355-54919-5
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