Latina mothers’ engagement in children’s math learning in the early school years: Conceptions of math and socialization practices

Abstract

This study addressed the important role that the home plays just prior to or at the start of formal schooling, in facilitating children’s math learning. Although research on home influences is a burgeoning area, there has been limited research, particularly in math socialization, with Latino families, one of the fastest growing racial/ethnic groups in the U.S. Using a mixed-methods approach and data from 47 foreign-born Latina mothers of children in preschool through first grade, we examined mothers’ socialization (beliefs and practices) of children’s math skills and their conception of math (knowledge and attitudes). The present study combined two empirical traditions, one based on mainstream conceptualizations of parental involvement and one that builds from cultural approaches to math engagement. The results are pertinent for developing intervention programs to improve young Latino children’s math skills that capitalize on the strengths found within children’s homes and that address their challenges.