Browsing by Author "Ellis, Alexa "

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    Conceptual replication and extension of the relation between the number line estimation task and mathematical competence across seven studies
    (2021) Ellis, Alexa ; Susperreguy Jorquera, Maria Ines; Purpura, David J. ; Davis-Kean, Pamela E.
    A recent meta-analysis demonstrated the overall correlation between the number line estimation (NLE) task and children’s mathematical competence was r = .44 (positively recoded), and this relation increased with age. The goal of the current study was to conceptually replicate and extend these results by further synthesizing this correlation utilizing studies not present in the meta-analysis. Across seven studies, 954 participants, ranging from 3 to 11 years old (Age M = 6.02 years, SD = 1.57), the overall estimation-competence correlations were similar to those of the meta-analysis and ranged from r = −.40 to −.35. The current conceptual replication demonstrated that the meta-analysis captured a stable overall relation between performance on the NLE task and mathematical competence. However, the current study failed to replicate the same moderation of age group presented in the meta-analysis. Furthermore, the current study extended results by assessing the stability and predictive validity of the NLE task while controlling for covariates. Results suggested that the NLE task demonstrated poor stability and predictive validity in the seven samples present in this study. Thus, although concurrent relations replicated, the differential age moderation, lack of stability, and lack of predictive validity in these studies require a more nuanced approach to understanding the utility of the NLE task. Future research should focus on understanding the connection between children’s developmental progression and NLE measurement before further investigating the predictive and diagnostic importance of the task for broader mathematical competence.
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    International comparisons of the home mathematics environment and relations with children's mathematical achievement
    (British Psychological Society, 2023) Ellis, Alexa; Cosso, Jimena; Duncan, Robert J.; Susperreguy Jorquera, Maria Ines; Simms, Victoria; Purpura, David J.
    Background: Home mathematics environment (HME) research has focused on parent-child interactions surrounding numerical activities as measured by the frequency of engaging in such activities. However, HME survey questions have been developed from limited perspectives (e.g., Early Childhood Research Quarterly, 27, 2012, 231; Journal of Social Issues, 64, 2008, 95; Early childhood mathematics education research: Learning trajectories for young children, Routledge, New York, 2009), by researchers from a small subset of countries (15; Psychological Bulletin, 147, 2020, 565), which may skew our interpretations.Aims and Sample: This study broadened international representation by leveraging secondary data from the 2019 TIMSS to examine the variation of the frequency and reliability of the HME scale and its relation to children's mathematical achievement. Across 54 countries, 231,138 parents and children (M-age = 10.22 years; 51% male) participated in the larger study.Methods: Parents completed a retrospective home environment survey and children were assessed on mathematics skills. Basic frequency descriptive statistics, Cronbach's alpha reliability coefficients, and Pearson's r correlation coefficients were used to assess variability across countries.Results: Findings suggested that families in certain countries engaged in home mathematics activities more frequently than families in other countries; however, the HME scale demonstrated acceptable internal consistency across families in all countries (M a = .79; range = [.73, .89]). Further, the average relation between HME and mathematical achievement was r = .15 with a range between r = .02 to r = .41.Conclusion: Our results indicate substantial variation across countries in the HME-mathematical achievement association. These findings underscore the importance of international representation in advancing research on the diversity of a child's home environment.
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    Next Directions in Measurement of the Home Mathematics Environment: AnInternational and Interdisciplinary Perspective
    (2021) Byrd Hornburg, Caroline; Borriello, Giulia A.; Kung, Melody; Lin, Joyce; Litkowski, Ellen; Cosso, Jimena; Ellis, Alexa; King, Yemimah A.; Zippert, Erica; Cabrera, Natasha J.; Davis-Kean, Pamela; Sarah H. Eason; Hart, Sara A.; Iruka, Iheoma U.; LeFevre, Jo-Anne; Simms, Victoria; Susperreguy Jorquera, María Inés; Cahoon, Abbie; Chan, Winnie Wai Lan; Cheung, Sum Kwing; Coppola, Maria; De Smedt, Bert; Elliott, Leanne; Estévez-Pérez, Nancy; Gallagher-Mitchell, Thomas; Gardner-Neblett, Nicole; Gilmore, Camilla; Leyva, Diana; Maloney, Erin A.; Manolitsis, George; Melzi, Gigliana; Mutaf-Yıldız, Belde; Nelson, Gena; Niklas, Frank; Pan, Yuejuan; B. Ramani, Geetha; Skwarchuk, Sheri-Lynn; Sonnenschein, Susan; Purpura, David J.
    This paper synthesizes findings from an international virtual conference, funded by the National Science Foundation (NSF), focused on the home mathematics environment (HME). In light of inconsistencies and gaps in research investigating relations between the HME and children’s outcomes, the purpose of the conference was to discuss actionable steps and considerations for future work. The conference was composed of international researchers with a wide range of expertise and backgrounds. Presentations and discussions during the conference centered broadly on the need to better operationalize and measure the HME as a construct – focusing on issues related to child, family, and community factors, country and cultural factors, and the cognitive and affective characteristics of caregivers and children. Results of the conference and a subsequent writing workshop include a synthesis of core questions and key considerations for the field of research on the HME. Findings highlight the need for the field at large to use multi-method measurement approaches to capture nuances in the HME, and to do so with increased international and interdisciplinary collaboration, open science practices, and communication among scholars.