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Parents’ views and experiences of the Home Mathematics Environment: A cross-country study
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  • Abbie Cahoon,
  • Yanet Campver,
  • Nancy Estévez,
  • Carolina Jimenez-Lira,
  • Daniela Paz García,
  • Veronica Benavides Pando,
  • Victoria Simms
Abbie Cahoon
Ulster University

Corresponding Author:[email protected]

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Yanet Campver
CNEURO
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Nancy Estévez
CNEURO
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Carolina Jimenez-Lira
Universidad Autónoma de Chihuahua
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Daniela Paz García
Universidad Autónoma de Chihuahua
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Veronica Benavides Pando
Universidad Autónoma de Chihuahua
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Victoria Simms
Ulster University
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Abstract

The purpose of the current study was to qualitatively explore the home mathematical environment across two regions in two different countries (i.e., Cuba and Mexico), replicating a qualitative study previously conducted in Northern Ireland (NI), United Kingdom (UK; Cahoon et al., 2017). Semi-structured interviews with parents/caregivers of children (3-5-year-olds) in both Mexico (n = 13) and Cuba (n = 40) were completed to investigate their views, experiences and attitudes towards the home mathematical environment. Thematic analysis was used to explore themes relevant to the home mathematical environment. Three consistent themes were found in the Mexican and Cuban data: Numeracy Environment Structure, Expectations and Attitudes and Views of Technology. Two unique themes were found in the Mexico data: Interactions Related to Reading or Mathematics, and Child’s Attitudes in Relation to Mathematics. One unique theme was found in the Cuban interviews: Interactions for Learning. Although diverse themes were identified, consistencies were also observed. This suggests that some home numeracy practices may be universal in nature. This research increases understanding of human development in context.