Supporting data for “The Relation between Father-Child Numeracy Activities and Preschool-Aged Children’s Number Learning”

To investigate the relationship between father-child numeracy activities and preschool-aged children's number learning, I conducted three studies. Study 1 analyzed a secondary dataset of 109 three-year-old children and their parents from Hong Kong. Study 2 examined another secondary dataset comprising 105 approximately five-year-old children and their parents, also from Hong Kong. Study 3 was an experimental study involving 86 K2 and K3 Chinese children and their parents.In Study 1, all children were individually assessed to evaluate their numerical skills at two time points. Both fathers and mothers independently reported the frequency of their engagement in numeracy activities with their children.Study 2 followed a similar protocol: all children were individually tested on both their symbolic and non-symbolic numerical skills at two time points. Fathers and mothers independently reported on their frequency of engagement in numeracy activities with their children.In Study 3, children completed numerical skill tests at three time points: pretest, posttest, and delayed posttest. Additionally, both fathers and mothers completed a questionnaire assessing their children’s numerical interest.

为探究父亲与子女间的算术活动与学龄前儿童数字学习能力之间的关系，本研究进行了三项研究。第一项研究分析了来自香港的109名三岁儿童及其父母的次级数据集。第二项研究则检验了另一个包含105名约五岁儿童及其父母的次级数据集，亦来自香港。第三项研究为一项实验性研究，涉及86名K2和K3年级的中国儿童及其父母。在第一项研究中，所有儿童在两个时间点分别进行了个体评估，以评估其数字技能。父亲和母亲分别独立报告了他们与子女进行算术活动的频率。第二项研究遵循了相似的方案：所有儿童在两个时间点分别接受了象征性和非象征性数字技能的个体测试。父亲和母亲分别报告了他们与子女进行算术活动的频率。在第三项研究中，儿童在三个时间点完成了数字技能测试：预测试、后测试和延迟后测试。此外，父亲和母亲还完成了一份评估子女对数字兴趣的调查问卷。