Numeracy Engagement Patterns of U.S. Latine Families

Abstract

ABSTRACT Recently, there have been calls to build a more inclusive knowledge base of the home numeracy environment (HNE) by diversifying the populations in our descriptive research. Given that Latine children are the fastest-growing population in the U.S. it is of the utmost importance to include Latine families and children in these efforts. The present study examined how U.S. Latine families support their children’s early math learning by: (1) identifying distinct numeracy engagement patterns, and (2) examining if these patterns were related to families’ demographic characteristics. Participants were 488 caregivers (M child-age = 4.29 years, SD = 1.23). We found two profiles of Latine family numeracy engagement: a Balanced Numeracy Engagement and a Non-Play-Numeracy Engagement. Caregivers’ formal educational level and relationship to the child were significantly associated with the profiles. Findings reflect the importance of understanding the variability within Latine families when engaging in numeracy activities.