Abstract
The main objectives of this study were to construct a conceptual model of parent–child math discourse strategies (MDS) and explore (a) the differences between mother's and father's MDS with their children, (b) the relations between parents' MDS and children's responses, and (c) the relations between parent–child MDS and children's math performance. A sample of 56 father–child and mother–child dyads were videotaped while interacting in math-related problems followed by arithmetic problems test administered to children. The interactions were rated by theObservation of Mathematical Discourse Scaledeveloped for the current study. The findings indicate that fathers showed higher Mathematical Extension than mothers. Mathematical Language and Regulation strategies correlated with children's responsiveness. Mathematical Extension was significantly higher for father–boy than for father–girl and higher for mother–boy than for mother–girl. Children's math ability was positively correlated only with fathers' Regulation. The findings were explained in relation to theory and previous findings.
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