The Relationship Between Parent-Child Mathematical Activities In Urban Family And Preschool Children’s Mathematical Attitudes

Mathematics learning is crucial.,It is not only an essential tool in many fields,such as social science,natural science,medicine and engineering,but also an important link that binds all disciplines together.Mathematics attitude is an important factor affecting mathematics learning,which directly affects individual behavior and choice.A large number of educational workers and researchers believe that mathematical learning should go beyond understanding and application of math concepts and procedures,but includes the development of students’ characters(e.g.,attitude,motivation and self-efficacy).In the process of mathematics learning,individuals will be influenced by both internal and external factors,and then affect their mathematical attitudes.For young children,family is an important external environment that affects children’s math learning,a place for family parent-child math activities,and a place to sprout children’s math attitudes.Is there a relationship between family parent-child math activities and children’s math attitudes? If so,what kind of relationship is that? Therefore,from the cross-sectional and longitudinal perspectives,this study investigated the predictive effect of parent-child mathematical activities on children’s mathematical attitude and the dynamic relationship between parent-child mathematical activities and children’s mathematical attitude.In the first study,the Children’s Family Mathematics Education Questionnaire,the Preschool Children’s Emotional Attitudes toward Mathematics Scale(PAAMS)and Raven’s Standard Reasoning Test Revised version were used to investigate 290 children’s mathematical attitudes,intelligence and parent-child mathematical activities in a senior kindergarten class.Regression analysis was conducted to explore the predictive effect of parent-child mathematical activities on children’s mathematical attitude and its dimensions.In the second study,118 children in middle and senior kindergarten classes were followed up for six months by longitudinal design,and a cross-lag model of parent-child mathematical activities and children’s mathematical attitude was constructed to reveal the dynamic relationship between them.The main findings of this study are as follows:1..The cross-sectional study showed that conversational mathematical parent-child activities had a significant negative predictive effect on the mathematical attitude towards parent-child activities;the total score of mathematical parent-child activities and dimensions had no significant predictive effect on mathematical attitudes and dimensions.2.The parent-child mathematical activities at previous time point negatively predicted the children’s math attitudes at the later time point.It mainly showed that T1 demonstrative mathematical activities negatively predicted T2 children’s mathematical attitudes,and T1 direct mathematical activities negatively predicted T2 children’s mathematical attitudes.However,children’s mathematical attitudes at previous time point could not predict family and parent-child mathematical activities next,The study revealed the dynamic relationship between parent-child mathematical activities and children’s mathematical attitudes in urban families with cross-sectional and longitudinal studies.It provides empirical research basis for predicting children’s mathematical attitudes from the perspective of family,and helps children’s parents and educators to clarify them.