Young children's early math experiences are culturally situated, occurring in the context of everyday family interactions and routines. Yet, we know little about the math experiences in culturally and linguistically minoritized families, including those from Latine communities. In this article, we provide the first review of research on family math in the homes of young Latine children in the United States. We identify shared patterns and inconsistencies across studies on family math cognitions and math practices, and their relations with children's outcomes. We argue for the need to use a sociocultural lens to examine and understand family math, and offer recommendations that center families' experiences to generate foundational knowledge, capture within-group variation, and use more flexible and culturally relevant measures.

中文翻译：

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美国拉丁裔儿童的家庭数学参与

幼儿的早期数学经历具有文化背景，发生在日常家庭互动和日常生活的背景下。然而，我们对文化和语言上的少数家庭（包括来自拉丁社区的家庭）的数学经历知之甚少。在本文中，我们首次对美国拉丁裔儿童家庭数学研究进行了回顾。我们确定了关于家庭数学认知和数学实践及其与儿童成绩的关系的研究中的共同模式和不一致之处。我们认为需要使用社会文化视角来检查和理解家庭数学，并提供以家庭经验为中心的建议，以产生基础知识，捕捉群体内的差异，并使用更灵活和文化相关的措施。