The Relationship Between Parents'Conceptions on Mathematics Education and Young Children's Mathematical Process Ability:the Mediating Role of Parent-child Mathematics Activities
Parents'conceptions of mathematics education and parent-child mathematical activities have a very important influence on young children's mathematical process ability.In order to discuss the relationship between parents'conceptions of mathematics education,parent-child mathematical activities,and young children's mathematical process ability,this study took 280 pairs of kindergarten children and their parents from three kindergartens in W City,Zhejiang Province as subjects,and used the Parents'Conceptions of Mathematics Education Scale,Questionnaire of Parent-Child Mathematical Activities,and Checklist of Young Children's Mathematical Process Ability to investigate the effects of parents'conceptions of mathematics education and parent-child mathematical activities on young children's mathematical process ability and to analyze the mediating role of parent-child mathematical activities.The results showed that parents'conceptions of mathematics education,parent-child mathematical activities and young children's mathematical process ability were basically in the middle level,and that there was a significant and positive correlation between parents'conceptions of mathematics education,parent-child mathematical activities and young children's mathematical process ability.Meanwhile,parents'conceptions of mathematics education and parent-child mathematical activities positively predicted young children's mathematical process ability.Parent-child mathematical activities partially mediated the relationship between parents'conceptions of mathematics education and young children's mathematical process ability,while the specific dimensions of parent-child mathematical activities,i.e.,demonstrative teaching styles,fully mediated young children's mathematical reasoning and validation competence and mathematical associative competence.Conversational teaching styles fully mediated young children's mathematical associative competence;playful teaching styles partially mediated young children's mathematical reasoning and validation competence,and fully mediated their mathematical associative competence.The mediating effect of direct teaching styles was not significant.The development of young children's early childhood mathematical process skills can be achieved by establishing parents'concept of constructive education,improving parents'level of parent-child activities,adopting different ways of parent-child activities,and emphasizing children's non-intellectual factors.
parents'conceptions on mathematics educationmathematics process skillsparent-child mathematics activities
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