Browsing by Author "Peake, Christian"

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    Kindergarten children’s math anxiety and its relationship with mathematical performance
    (2023) del Río, María Francisca; Susperreguy Jorquera, Maria Inés; Morales, María Francisca; Peake, Christian; Angulo, Macarena
    There is limited evidence on the occurrence of math anxiety among kindergarten children. This study sought to measure the occurrence of math anxiety in this group by adapting a math anxiety scale to Chilean children and evaluating the association between math anxiety and mathematical performance. The sample included 124 kindergarten children (age M = 5.69) enrolled in Chilean public schools. The results confirmed the two-factor structure of the original scale (worry and somatization). Notably, outcomes pertaining to math anxiety did not show gender differences or an association with math self-concept. A multiple regression analysis revealed that math anxiety is a significant predictor of mathematical skills, even after controlling for gender, age and math self-concept. These results underscore the significance of tackling math anxiety during early education to foster early mathematical learning in children.
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    Research on numerical cognition in Chile: current status, links to education and challenges
    (Routledge Journals, Taylor & Francis LTD, 2020) Susperreguy Jorquera, María Inés; Peake, Christian; Gomez, David M.
    Research on numerical cognition, an emerging area that has received increasing interest in Chile, can contribute to understanding how mathematical skills are developed and support education. This article reviews the studies published in the field of numerical cognition in Chile, indexed in the WoS, PubMed, Scopus and SciELO databases. The articles reviewed address mechanisms that underlie mathematical performance and strategies used by children, adolescents and adults to solve mathematical tasks, with a special emphasis on early skills, calculations and arithmetic, as well as factors associated with individual differences in the development of mathematical notions. This article also analyses the sources of funding that support research on numerical cognition and education in Chile and the projects awarded such funds in recent years. Finally, the contribution and challenges of numerical cognition research in Chile in an educational context are discussed.
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    Specific Relations Between the Home Numeracy Environment and Early Numeracy Skills in the First Year of Kindergarten
    (Taylor & Francis Group, LLC, 2025) Peake, Christian; Ayala, M. Constanza; Susperreguy Jorquera, María Ines; Río, M. Francisca del
    Home numeracy environment has been related to the development of early numeracy skills. Previous research has shown the relation between dimensions of the home numeracy environment with general or composite measures of numeracy skills, but specific relations between types of activities at home and the early development of specific numeracy skills are under debate. This research aimed to study these specific relations based on two recognized theoretical models in the literature of mathematical cognition: the Home Numeracy Environment and the Informal Numeracy Skills Model. Early numeracy skills were assessed in 189 Chilean prekindergartners (4.6 years on average, SD = 3 months; 50% girls) at the beginning (Time 1) and the end (Time 2) of the school year, while their parents completed a home numeracy environment questionnaire, which included questions about their education, expectations, attitudes, and math activities. Research Findings: Results from hierarchical multivariate multiple regression showed specific relations depending on the testing time point, showing relations at the beginning of the year and after some months of preschool. Parent's education was positively correlated with all children's early math skills in both Time 1 and Time 2. Practice or Policy: Educational implications and future research directions are discussed.
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    Specific Relations Between the Home Numeracy Environment and Early Numeracy Skills in the First Year of Kindergarten
    (2025) Peake, Christian; Ayala, M. Constanza; Susperreguy Jorquera, María Ines; Río, M. Francisca del
    Home numeracy environment has been related to the development of early numeracy skills. Previous research has shown the relation between dimensions of the home numeracy environment with general or composite measures of numeracy skills, but specific relations between types of activities at home and the early development of specific numeracy skills are under debate. This research aimed to study these specific relations based on two recognized theoretical models in the literature of mathematical cognition: the Home Numeracy Environment and the Informal Numeracy Skills Model. Early numeracy skills were assessed in 189 Chilean prekindergartners (4.6 years on average, SD = 3 months; 50% girls) at the beginning (Time 1) and the end (Time 2) of the school year, while their parents completed a home numeracy environment questionnaire, which included questions about their education, expectations, attitudes, and math activities. Research Findings: Results from hierarchical multivariate multiple regression showed specific relations depending on the testing time point, showing relations at the beginning of the year and after some months of preschool. Parent's education was positively correlated with all children's early math skills in both Time 1 and Time 2. Practice or Policy: Educational implications and future research directions are discussed.