Parents’ and teachers’ practices, beliefs, and communication of early mathematics learning [Author Accepted Manuscript]

Prior research showed that US parents engage children in numeracy versus spatial or pattern activities more frequently, and that children receive more literacy versus numeracy instruction. We examined Hong Kong parents’ and teachers’ frequency of engaging children in learning activities, their beliefs about the fixedness of math ability, and frequency of school-home communication about children’s learning across learning domains. A total of 154 parents (68.8% women; 96.1% Chinese) and 89 teachers (80.9% women; 89.9% Chinese) of kindergarten children completed an online survey. We found that (a) both parents and teachers engaged children in numeracy versus pattern activities more frequently; (b) parents’ and teachers’ fixedness beliefs about math ability did not predict their frequency of providing math activities; (c) compared to math, parents and teachers engaged children in language activities more frequently, and ethics and aesthetics activities less frequently; (d) teachers versus parents were more likely to report school-home communication. The findings extend prior research on home math environments and reveal ways in which parents and teachers can strengthen children’s math learning. The work described in this paper was supported by a Start-up Research Grant #RG38/2022-2023R from The Education University of Hong Kong and a grant from the Research Grants Council of the Hong Kong Special Administrative Region, China (EdUHK 28609623) both awarded to J. Chan. reviewed acceptedVersion