Abstract
With the aim of broadening our understanding of math engagement among families who are often underrepresented in research, the current study examined math engagement among 187 families with children aged 3–5 years old in two rural regions of the United States. Caregivers responded to open-ended questions regarding their preferred activities to engage in with their preschoolers and how they view math opportunities within the activities. Caregivers also responded to close-ended items regarding frequency of math activities and math attitudes. Coding of caregivers' open-ended responses revealed a heterogeneous range of family activities and perspectives regarding opportunities to engage in math. Correlations between open-ended and close-ended items revealed that open-ended items may tap into dimensions of family math engagement not captured by traditional close-ended inventories. Findings may help to inform future work aiming to create inclusive and accessible family math measures and interventions.
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