Andrews, P, Petersson, J and Sayers, J orcid.org/0000-0002-9652-0187 (2022) A methodological critique of research on parent-initiated mathematics activities and young children’s attainment. Educational Studies in Mathematics, 109 (1). pp. 23-40. ISSN 0013-1954
Abstract
In this paper, motivated by the desire to understand which forms of parent-initiated activity are productively implicated in young children’s mathematics learning, we present a methodological critique of recent research. Many such studies, based on assumptions that parent-initiated activities can be categorised as formal or informal, direct or indirect, or advanced or basic, exploit surveys to elicit how frequently parents engage their children in various predetermined activities. While such survey data have the potential to yield important insights, the analytical procedures typically employed prevent them. Studies involving factor analyses yield uninterpretable factors, which are then used to create summative variables based on the scores of individual activities. Other studies, drawing on untested preconceptions, simply create summative variables. In all cases, these summative variables are based on such a wide range of qualitatively different activities that labels like formal or informal become arbitrary and the potential of individual activities to support learning gets lost beneath colleagues’ desires for statistical significance. In closing, we ask colleagues, albeit somewhat rhetorically, what is the purpose of such research? Is it to identify those activities that support learning or to offer statistically robust factors, which, due to the diversity of activities embedded within them, offer few useful insights?
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Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © The Author(s) 2021. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. |
Keywords: | Factor analysis; Mathematics achievement; Methodological critique; Parent-initiated activities; Young children |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 12 Jul 2021 08:49 |
Last Modified: | 25 Jun 2023 22:42 |
Status: | Published |
Publisher: | Springer |
Identification Number: | 10.1007/s10649-021-10080-x |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:176066 |
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