Publication Date:
2015-10-10
Description:
With a randomized field experiment of 587 first-graders, we tested an educational intervention designed to promote interactions between children and parents relating to math. We predicted that increasing math activities at home would increase children's math achievement at school. We tested this prediction by having children engage in math story time with their parents. The intervention, short numerical story problems delivered through an iPad app, significantly increased children's math achievement across the school year compared to a reading (control) group, especially for children whose parents are habitually anxious about math. Brief, high-quality parent-child interactions about math at home help break the intergenerational cycle of low math achievement.〈br /〉〈span class="detail_caption"〉Notes: 〈/span〉Berkowitz, Talia -- Schaeffer, Marjorie W -- Maloney, Erin A -- Peterson, Lori -- Gregor, Courtney -- Levine, Susan C -- Beilock, Sian L -- New York, N.Y. -- Science. 2015 Oct 9;350(6257):196-8. doi: 10.1126/science.aac7427.〈br /〉〈span class="detail_caption"〉Author address: 〈/span〉University of Chicago, Department of Psychology, Chicago, IL 60637, USA. ; University of Chicago, Department of Psychology, Chicago, IL 60637, USA. beilock@uchicago.edu s-levine@uchicago.edu.〈br /〉〈span class="detail_caption"〉Record origin:〈/span〉 〈a href="http://www.ncbi.nlm.nih.gov/pubmed/26450209" target="_blank"〉PubMed〈/a〉
Keywords:
Anxiety/psychology
;
Child
;
*Educational Status
;
Female
;
Humans
;
*Intergenerational Relations
;
Knowledge
;
Male
;
Mathematics/*education
;
Mobile Applications
;
*Parent-Child Relations
;
Parents/psychology
;
Reading
;
Schools
;
Students/*psychology
;
Teaching/methods
Print ISSN:
0036-8075
Electronic ISSN:
1095-9203
Topics:
Biology
,
Chemistry and Pharmacology
,
Computer Science
,
Medicine
,
Natural Sciences in General
,
Physics
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