Date of Award:

5-2002

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Human Development and Family Studies

Department name when degree awarded

Family and Human Development

Committee Chair(s)

Ann M. Berghout Austin

Committee

Ann M. Berghout Austin

Committee

Shelley K. Lindauer

Committee

Tom R. Lee

Abstract

This study was designed to explore the relationship between maternal attitudes about math, mothers' attitudes about their prekindergarten child's math abilities, mother-child math interactions, and prekindergarten children's math achievement. Using a Vygotskian framework, an intervention was developed. An intervention group of 18 mother-child dyads from Hyrum, Utah, area and a comparison group of 17 mother-child dyads from the Weston, Idaho, area were invited to participate in this research project. Measures included the Early Mathematics Concepts (EMC) assessment, the School Readiness Composite (SRC) of the Bracken Basic Concepts Scale-Revised (BBCS-R), My Attitudes Scale (MAS), and My Attitudes About My Child's Abilities Scale (MAAMCAS). Research hypotheses predicted that the intervention group would score higher on the EMC and each of the EMC's four focus areas at the posttest. Results did not support these hypotheses. Research hypotheses also predicted that the intervention group would have a larger difference in MAS and MAAMCAS scores from pretest to posttest and that MAS and MAAMCAS scores would predict EMC scores. Neither of these hypotheses was supported. The final research hypothesis predicted a relationship between EMC focus area scores and math-related subscales of the BBCS- R. The strongest relationship appeared to be between the EMC number focus and the BBCS-R number subscale. The results were interpreted in accordance with current research and possible limitations of the present study.

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