Given the importance attributed to math talk, this study sought to test the effects of a Math Talk Learning Environment for exposing children to math talk and whether this effort would improve children's early math skills. The intervention used guided play in small group math games focused on numeracy skills. The analytic sample comprised 95 racially and ethnically diverse children enrolled in Head Start classrooms randomly assigned to one of two treatment groups or the counterfactual. Students in one group engaged in math games while being encouraged to use math language, whereas the other group engaged in the same math games without any explicit math language encouragement. Linear mixed modeling was used to regress children's residualized math gains on condition. Results showed a significant difference in the general math skills and the specific numeracy skills gained by children who participated in the two treatment groups compared to the counterfactual. No significant differences could be detected between the treatment groups; yet, there are indicators that the intervention warrants further investigation. This research parallels prior research and contributes new findings that will inform early childhood practitioners, developmental psychologists, and others interested in applying cognitive science to the classroom. The discussion includes descriptions of the supports required and challenges to fostering young children's mathematical thinking.

鉴于数学讲座的重要性，本研究试图测试数学讲座学习环境对让孩子接触数学讲座的效果，以及这种努力是否会提高孩子的早期数学技能。干预措施在小组数学游戏中采用引导式游戏，重点关注数学技能。分析样本由 95 名参加 Head Start 教室的不同种族和民族的儿童组成，他们被随机分配到两个治疗组之一或反事实组。一组学生在参与数学游戏的同时被鼓励使用数学语言，而另一组则在没有任何明确数学语言鼓励的情况下参与相同的数学游戏。线性混合模型用于回归儿童在条件下的剩余数学收益。结果显示，与反事实组相比，参加两个治疗组的儿童在一般数学技能和特定计算技能方面获得了显着差异。治疗组之间没有检测到显着差异；然而，有迹象表明干预措施值得进一步调查。这项研究与之前的研究相似，并提供了新的发现，将为幼儿从业者、发展心理学家和其他有兴趣将认知科学应用于课堂的人提供信息。讨论包括对培养幼儿数学思维所需的支持和挑战的描述。