The Relation Between Parent-child Interaction And Children’s Mathematics Ability:The Mediating Role Of Spontaneous Focusing On Numerosity

Early childhood mathematics is an abstract and generalized mathematical and logical knowledge that lays the foundation for subsequent learning.It is worth considering how to help young children understand mathematical knowledge and form mathematical thinking in an informal environment.Parent-child interaction and children’s spontaneous focus on number of activities in the creation of the family education environment can have an impact on children’s math ability.This study used the " Parent-Child Mathematical Activity Scale"," Spontaneous Focusing on Numerosity Quantity Scale" and " Test of Early Math Ability-III Scale" to investigate 230 children and parents in K City,Henan Province to understand their parent-child mathematical interaction,spontaneous focusing on numerosity early math ability.SPSS24.0 and AMOS24.0 was used for descriptive statistics,correlation analysis and regression analysis to explore the relationship between the three variables and their mechanism of action.The results of the study are as follows:1.In parent-child math interaction,demonstrative teaching has the highest score,followed by parent-child math interaction overall,conversational teaching and play-based teaching,and direct teaching has the lowest score.There are significant differences in children’s gender.There was a significant difference in the number of spontaneous focusing on numerosity in the class of children’s age.In children’s mathematics ability,children’s informal mathematics ability is better than formal mathematics ability,and there are significant differences in gender and children’s age classes.2.Parent-child math interaction has a significant positive correlation with spontaneous focusing on numerosity,and has a positive predictive effect on spontaneous focusing on numerosity;parent-child math interaction is positively correlated with children’s mathematical ability,and game-based teaching has a positive predictive effect on children’s math ability;Spontaneous quantitative focus is positively correlated with children’s mathematical ability,and scene recreation trials and model imitation trials have a positive predictive effect on children’s mathematical ability.3.Spontaneous focusing on numerosity has a partial mediating effect on parent-child math interaction,demonstrative teaching,conversational teaching,play-based teaching,direct teaching and children’s mathematical ability.Based on the above research conclusions,the researchers put forward the following educational suggestions to improve children’s mathematics ability: create a family mathematics environment to improve children’s mathematics ability;support children to spontaneous focusing on numerosity to improve children’s mathematics ability;correctly view children’s mathematics ability,pay equal attention to knowledge and emotion.