Children are born with some limited innate mathematical competencies that support the development of their early number sense (NRC, 2009; Ginsberg, 2008; Jordan, 2012), even before the start of formal education. Once in school, teachers systematically promote formal mathematical knowledge through deliberate practice (Ericsson & Charness, 1994) and curricular programs that progress students on a path to mathematics competence (Sheffield, 2017). Concurrently, student’s mathematical knowledge is being applied and developed in the home environment. This paper aims to explore how math competencies are developed in the home once formal schooling has begun. Even though home numeracy practice is positively associated with children's math competence and parents highly rate the importance of their children engaging in math activities at home (Sonnenschein et. al., 2016), it is not well understood how home numeracy practices help develop formal math understanding. Importantly, there is no research on the use of technology to in the home and how it fosters formal math knowledge.

Published in: Canada International Conference on Education, 2018

  • Date of Conference: 25-28 June, 2018
  • DOI: 10.2053/CICE.2018.0088
  • Electronic ISBN: 978-1-908320-90-2
  • Conference Location: University of Toronto Mississauga, Canada