| This study was designed to explore the relationship between maternal, math attitudes; mothers' attitudes about their child's math abilities; mother-child math interactions; and prekindergarten children's math achievement. An intervention group (18 mother-child dyads) and a comparison group (17 mother-child dyads) were invited to participate in this intervention. Measures included the EMC, BBCS-R, MAS, and MAAMCAS. Research hypotheses predicted that the intervention group would score higher on the EMC and each of the EMC's four focus areas at the posttest. Research hypotheses also predicted that the intervention group would have a larger difference in MAS and MAAMCAS scores from pretest to posttest and that MAS and MAAMCAS scores would predict EMC scores. Results did not support these hypotheses. The final hypothesis predicted a relationship between EMC focus area scores and math-related subscales of the BBCS-R. The strongest relationship appeared to be between the EMC number focus and the BBCS-R number subscale. |
