Investigating the relationship between two home numeracy measures: A questionnaire and observations during Lego building and book reading

Home numeracy has been defined as the parent–child interactions that include experiences with numerical content in daily‐life settings. Previous studies have commonly operationalized home numeracy either via questionnaires or via observational methods. These studies have shown that both types of measures are positively related to variability in children's mathematical skills. This study investigated whether these distinctive data collection methods index the same aspect of home numeracy. The frequencies of home numeracy activities and parents’ opinions about their children's mathematics education were assessed via a questionnaire. The amount of home numeracy talk was observed via two semi‐structured videotaped parent–child activity sessions (Lego building and book reading). Children's mathematical skills were examined with two calculation subtests. We observed that parents’ reports and number of observed numeracy interactions were not related to each other. Interestingly, parents’ reports of numeracy activities were positively related to children's calculation abilities, whereas the observed home numeracy talk was negatively related to children's calculation abilities. These results indicate that these two methods tap on different aspects of home numeracy. Statement of contribution What is already known on this subject? Home numeracy, that is, parent–child interactions that include experiences with numerical content, is supposed to have a positive impact on calculation or mathematical ability in general. Despite many positive results, some studies have failed to find such an association. Home numeracy has been assessed with questionnaires on the frequency of numerical experiences and observations of parent–child interactions; however, those two measures of home numeracy have never been compared directly. What does this study add? This study assessed home numeracy through questionnaires and observations in the 44 parent–child dyads and showed that home numeracy measures derived from questionnaires and observations are not related. Moreover, the relation between the reported frequency of home numeracy activities and calculation on the one hand, and parent–child number talk (derived from observations) and calculation on the other hand is in opposite directions; the frequency of activities is positively related to calculation performance; and the amount of number talk is negatively related to calculation. This study shows that both measures tap into different