Children who experience greater math talk during home math activities demonstrate higher levels of math knowledge. The current study was designed to test whether the features of storybooks affect the amount and kind of extratextual math talk parents and preschool children produce during storybook reading. Parent-child dyads (N = 50) were randomly assigned to one of two conditions: implicit or explicit. The implicit condition involved a storybook with math elements embedded only in the illustrations; whereas, the explicit condition included the same set of illustrations as well as numeric and spatial words in the text. Both parents and children in the explicit condition produced more math-related utterances than those in the implicit condition. Among parents, the difference in quantity of talk was present across a range of different types of math talk. Mediation analyses showed that condition affected parent math talk via child math talk and child math talk via parent math talk. These results point to the bidirectional relation between parent and child math talk during storybook reading and the importance of the features of learning materials on that talk.

中文翻译：

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言语很重要：操纵故事书文本对父母和孩子数学谈话的影响


在家庭数学活动中经历更多数学讨论的孩子表现出更高水平的数学知识。目前的研究旨在测试故事书的特征是否会影响父母和学龄前儿童在故事书阅读过程中产生的文本外数学谈话的数量和类型。亲子二人组 (N = 50) 被随机分配到以下两个条件之一：隐式或显式。隐含条件涉及一本只在插图中嵌入数学元素的故事书；而显式条件包括文本中的同一组插图以及数字和空间单词。显性条件下的父母和孩子都比隐性条件下产生更多与数学相关的话语。在家长中，不同类型的数学谈话的数量存在差异。中介分析表明，病情通过儿童数学谈话影响父母数学谈话，通过父母数学谈话影响儿童数学谈话。这些结果表明，在故事书阅读过程中，父母和孩子的数学讲座之间存在双向关系，以及学习材料特征在该讲座中的重要性。