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Parent–child math talk and early math interest: comparing the effects of written versus hands-on materials.

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Title: Parent–child math talk and early math interest: comparing the effects of written versus hands-on materials.
Authors: Huang, Hsin-Hui1 (AUTHOR) hsinhui@ntunhs.edu.tw, Lee, Peiyi1 (AUTHOR)
Source: International Journal of Early Years Education. Mar2026, Vol. 34 Issue 1, p76-90. 15p.
Subject Terms: *Teaching methods, *Teaching aids, *Parent-child relationships, *Preschool education, Print materials
Abstract: This study investigated the impact of written and hands-on teaching materials on parent–child math talk and children's interest in mathematics. Thirty parents and their preschool children participated in two play sessions, one using written material and the other using hands-on material, each lasting 12 min. At the end of each session, the children's interest levels were assessed, and the frequency of math-related conversations was analysed. Regardless of the materials used, discussions primarily revolved around fundamental numerical concepts, with little mention of practical measurement units and conventional nominatives or number comparisons involving the application of mental representation. Ordinal and division concepts were only mentioned by parents in the written scenario rather than in the hands-on one. Overall, using written material led to doubling math discourse compared to hands-on material. However, children showed slightly higher interest levels in the hands-on scenario, where parent–child math talk categories also exhibited greater synchrony. The study highlights the complementary nature of written and hands-on teaching materials and provides recommendations for their future application. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Early Years Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Parent–child math talk and early math interest: comparing the effects of written versus hands-on materials.
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  Data: <searchLink fieldCode="AR" term="%22Huang%2C+Hsin-Hui%22">Huang, Hsin-Hui</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> hsinhui@ntunhs.edu.tw</i><br /><searchLink fieldCode="AR" term="%22Lee%2C+Peiyi%22">Lee, Peiyi</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Early+Years+Education%22">International Journal of Early Years Education</searchLink>. Mar2026, Vol. 34 Issue 1, p76-90. 15p.
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  Data: *<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+aids%22">Teaching aids</searchLink><br />*<searchLink fieldCode="DE" term="%22Parent-child+relationships%22">Parent-child relationships</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschool+education%22">Preschool education</searchLink><br /><searchLink fieldCode="DE" term="%22Print+materials%22">Print materials</searchLink>
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  Label: Abstract
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  Data: This study investigated the impact of written and hands-on teaching materials on parent–child math talk and children's interest in mathematics. Thirty parents and their preschool children participated in two play sessions, one using written material and the other using hands-on material, each lasting 12 min. At the end of each session, the children's interest levels were assessed, and the frequency of math-related conversations was analysed. Regardless of the materials used, discussions primarily revolved around fundamental numerical concepts, with little mention of practical measurement units and conventional nominatives or number comparisons involving the application of mental representation. Ordinal and division concepts were only mentioned by parents in the written scenario rather than in the hands-on one. Overall, using written material led to doubling math discourse compared to hands-on material. However, children showed slightly higher interest levels in the hands-on scenario, where parent–child math talk categories also exhibited greater synchrony. The study highlights the complementary nature of written and hands-on teaching materials and provides recommendations for their future application. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of International Journal of Early Years Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/09669760.2024.2389820
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      – Code: eng
        Text: English
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        PageCount: 15
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        Type: general
      – SubjectFull: Teaching aids
        Type: general
      – SubjectFull: Parent-child relationships
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      – SubjectFull: Preschool education
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              Text: Mar2026
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