{"id":95,"date":"2014-06-13T15:38:20","date_gmt":"2014-06-13T15:38:20","guid":{"rendered":"http:\/\/carleton.ca\/cacr\/?p=95"},"modified":"2014-06-13T17:10:15","modified_gmt":"2014-06-13T17:10:15","slug":"issbd-edmonton-july-8-12-2012","status":"publish","type":"post","link":"https:\/\/carleton.ca\/cacr\/2014\/issbd-edmonton-july-8-12-2012\/","title":{"rendered":"ISSBD- Edmonton July 8-12, 2012"},"content":{"rendered":"<div id=\"attachment_96\" class=\"wp-caption aligncenter\" style=\"width: 240px\"><img decoding=\"async\" loading=\"lazy\" class=\"wp-image-96 size-medium\" src=\"http:\/\/carleton.ca\/cacr\/wp-content\/uploads\/ISSBDA-240x135.jpg\" alt=\"University of Alberta\" width=\"240\" height=\"135\" \/><p class=\"wp-caption-text\">University of Alberta<\/p><\/div>\n<h3>Posters:<\/h3>\n<p><strong>Home Numeracy Activities and Children&#8217;s Numerical and Arithmetic Outcomes: A Longitudinal Perspective<br \/>\n<\/strong>Sowinski, Carla; LeFevre, Jo-Anne; Skwarchuk, Sheri-Lynn; Smith-Chant, Brenda; Kamawar, Deepthi; Bisanz, Jeffrey<\/p>\n<p>Researchers have found that home numeracy experiences predict young children\u2019s numeracy skills but little research has examined the impact of home numeracy experiences over time. We used a longitudinal design to examine links between parents\u2019 home numeracy practices and children\u2019s numeracy skills in Kindergarten, Grade 1, and Grade 2. At the start of the study, parents (n = 104) reported the frequency of home numeracy activities; these activities were separated into direct and indirect practices. Direct numeracy practices involve purposeful teaching of math or number concepts (e.g., learning simple sums), whereas indirect numeracy practices include a numerical component that is not the focus of the activity (e.g., measuring while cooking). Children participated in Kindergarten (n = 104, 49% female), Grade 1 (n = 91, 46% female) and Grade 2 (n = 71, 45% female). Each year, children completed (a) arithmetic tasks (addition in Kindergarten and Grade 1; Woodcock-Johnson calculation in Grades 1 and 2); and (b) number skill measures: KeyMath Numeration, digit recognition and next number tasks (these three were combined to create a composite number skill variable for each grade). Direct home numeracy practices in Kindergarten significantly correlated with children\u2019s number skills and arithmetic performance in Kindergarten, Grade 1 and Grade 2, whereas indirect home numeracy practices were only correlated with calculation in Grade 2. Hierarchical regression analyses examined Kindergarten numeracy practices as a predictor of children\u2019s skills in Grades 1 and 2, controlling for parents\u2019 education and children\u2019s gender, vocabulary, visual-spatial working memory and the previous years\u2019 skill. For Grade 1 number skills, direct home numeracy practices failed to predict unique variance once Kindergarten number skills were included as a predictor. However, in Grade 2, direct home numeracy practices uniquely accounted for 2% of the variance in Grade 2 number skills (p = .059; controlling for Grade 1 number skills). Analyses of calculation skills showed a different pattern. In Kindergarten, direct practices predicted 5% unique variance in addition skills. In Grade 1, direct practices predicted 4% unique variance in calculation (controlling for addition in Kindergarten). However in Grade 2, direct practices did not predict unique variance after controlling for calculation in Grade 1. Instead, indirect practices accounted for 5% of the variance in Grade 2 calculation. Future research should explore whether or not it is simply early exposure to specific numeracy activities, ongoing home learning activities, or both, that account for these findings.<\/p>\n<p><strong>Exploring the Roles of the Number Naming System and Early Experiences in the Development of Numeracy: A Comparison of Chinese- and Turkish-speaking Children<br \/>\n<\/strong>Cankaya, Ozlem; Xu, Chang; LeFevre, Jo-Anne;<\/p>\n<p>Chinese-speaking children learn about number names and counting at younger ages than English-speaking children. One factor may be that the Chinese number naming system is simpler than in English. For example, twelve is named as the equivalent of ten-two and thirty-five is three-ten-five. The Turkish number naming system is similar to Chinese between 11 and 19, but from 20 on resembles English. Given this, one might expect Turkish-speaking children to have some advantages in learning number names from 1 to 20, similar to those shown by Chinese-speaking children. However, educational experiences at home (e.g., the amount of practice) are also relevant. In China, numeracy skills are highly valued and children spend considerable time practicing these skills. In contrast, mathematics education in Turkey is not emphasized to the same degree as it is in China. Thus, a comparison between Turkish and Chinese children may clarify the relative effects of language and children\u2019s home experiences on early numeracy development. Turkish- or Chinese-speaking 3-, 4-, 5-, and 6-year-olds were tested in Ottawa, Canada. Children\u2019s early numeracy skills were explored in Turkish (n = 20) or Chinese (n = 22), and children counted as high as possible in English. Chinese-speaking children\u2019s counting and number system knowledge in Chinese were superior to that of Turkish-speaking children\u2019s knowledge in Turkish whereas children\u2019s spatial span, non-symbolic arithmetic, object counting, and abstract counting in English were not different between language groups. Parents\u2019 attitudes and reported actions differed: Chinese parents attributed more importance to the acquisition of literacy and numeracy skills, and reported that they exposed their children to reading and books more frequently than did the Turkish parents. Parents\u2019 attitudes predicted children\u2019s performance on counting and number system measures, even after group differences were accounted for. However, neither language nor home experiences predicted children\u2019s performance in non-symbolic arithmetic. In conclusion, the regularity of number names did not appear to help Turkish-speaking children learn to count to 20, at least in comparison to Chinese- speaking children. The Chinese number naming system continues to be regular beyond 20, however, and so some of the language-group differences may reflect that continued regularity. Our research suggests that the influence of cultural differences in parents\u2019 attitudes and expectations about early numeracy and literacy skills are as relevant in understanding children\u2019s acquisition of number system knowledge as language- specific effects. <a href=\"http:\/\/carleton.ca\/cacr\/wp-content\/uploads\/CANKAYA_ISSBD_2012.pdf\">View Poster<\/a><\/p>\n<div id=\"attachment_99\" class=\"wp-caption aligncenter\" style=\"width: 240px\"><img decoding=\"async\" loading=\"lazy\" class=\"wp-image-99 size-medium\" src=\"http:\/\/carleton.ca\/cacr\/wp-content\/uploads\/ISSBDC-240x179.jpg\" alt=\"Carla Sowinski at the Poster Session\" width=\"240\" height=\"179\" \/><p class=\"wp-caption-text\">Carla Sowinski at the Poster Session<\/p><\/div>\n","protected":false},"excerpt":{"rendered":"<p>Posters: Home Numeracy Activities and Children&#8217;s Numerical and Arithmetic Outcomes: A Longitudinal Perspective Sowinski, Carla; LeFevre, Jo-Anne; Skwarchuk, Sheri-Lynn; Smith-Chant, Brenda; Kamawar, Deepthi; Bisanz, Jeffrey Researchers have found that home numeracy experiences predict young children\u2019s numeracy skills but little research has examined the impact of home numeracy experiences over time. We used a longitudinal design [&hellip;]<\/p>\n","protected":false},"author":5,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"","_relevanssi_noindex_reason":"","_mi_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":"","_links_to":"","_links_to_target":""},"categories":[5],"tags":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v21.2 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>ISSBD- Edmonton July 8-12, 2012 - CACR<\/title>\n<meta name=\"description\" content=\"Posters: Home Numeracy Activities and Children&#039;s Numerical and Arithmetic Outcomes: A Longitudinal Perspective Sowinski, Carla; 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