Minor changes, big differences? Effects of manipulating play materials on parental math talk.

Abstract

= 75, child's age: 4-6) from China were randomly assigned to one of three experimental conditions: unique objects-unbounded range, homogeneous sets-unbounded range, and homogeneous sets-bounded range. In all conditions, dyads played games in two contexts that varied in the extent to which they were typically associated with math-party preparation and grocery shopping. As expected, more parental math talk was observed in the grocery shopping than in the party preparation context. Importantly, the manipulation of features within context also affected the amount and nature of parental math talk: homogeneity increased absolute magnitude talk, and boundedness increased relative magnitude talk. The results provide support for the cognitive alignment framework, underscoring the importance of aligning the features of materials with targeted concepts and demonstrating the possibility of impacting parental math talk through small manipulations of play materials. (PsycInfo Database Record (c) 2023 APA, all rights reserved).