Parents' Beliefs about Children's Math Development and Children's Participation in Math Activities
Table 5
Mean frequency of children’s math activities.
Overall
Chinese
Caucasian
Composite math activities
Overall indicator
2.49
2.41
2.64
.154
Average based on specific math activities
1.48
1.34
1.53
.091
Specific math activities
Count objects
2.42
2.10
2.58
.040
Answer/ask questions “How many are things are there?”
2.21
2.16
2.02
.628
Write numbers
2.18
2.48
2.00
.057
Use TV remote
2.07
1.83
2.03
.551
Add/subtract objects
2.01
1.91
2.22
.215
Match/identify shapes
2.01
1.73
2.30
.044
Tell time on a clock
1.86
1.63
1.78
.655
Play with blocks/construction toys
1.73
1.65
1.95
.288
Use a computer
1.73
1.90
1.76
.669
Make patterns with beads/blocks
1.50
1.38
1.52
.634
Play with money
1.49
0.95
1.86
.002
Play with puzzles
1.42
1.46
1.20
.239
Do math homework
1.41
1.27
1.64
.309
Put objects in order
1.38
1.00
1.62
.018
Use math workbooks
1.36
1.54
1.04
.082
Dial telephone
1.33
1.16
0.98
.507
Play math games/board games
1.29
1.16
1.64
.034
Play video games
1.26
1.30
1.26
.911
Use calendars
1.25
1.09
1.40
.374
Play card games
1.22
1.08
1.45
.127
Measure things
1.18
0.73
1.41
.007
Watch math TV programs
1.18
1.01
0.99
.937
Keep score in games
1.15
0.68
1.54
.003
Look at math books
1.12
1.13
0.90
.424
Jump rope/play hop scotch games
1.00
0.89
0.89
.991
Use math flashcards
0.69
0.51
0.75
.373
Use maps
0.42
0.44
0.60
.481
Note. Means for Chinese and Caucasian parents are adjusted for mothers’ educational level. Overall means are not adjusted. Overall means represent means for all ethnic/racial groups.
