The unique role of father–child numeracy activities in number competence of very young Chinese children

Abstract

AbstractBased on a sample of 109 Hong Kong nursery children aged approximately 3 years and their parents, this study investigated how Chinese parents contributed to their very young children's mathematics achievement and disentangled mothers' and fathers' roles. Fathers and mothers were asked to independently report the frequencies of their own engagement in a range of numeracy activities with their children. Children were tested individually on their numeracy competencies. The results showed that fathers reported higher frequencies of engagement in number game activities than mothers. Further, fathers' reported use of real‐life applications to teach number knowledge was a significant predictor of their children's number knowledge above and beyond the child's age, gender, parental education, and family income. More importantly, this predictive relation was independent of mothers' effects. The findings highlight the importance of paternal involvement for very young Chinese children's number learning. Practical implications are discussed.Highlights This study examines mother‐child and father‐child numeracy activities in relation to Chinese young children's number knowledge. Fathers are involved in more number game activities with their children than were mothers. Fathers' use of real‐life applications to teach number knowledge is a significant predictor of their children's number knowledge.