Prior studies on parental math talk often emphasize utterance frequency, with few distinguishing between utterance types (e.g., questions, statements, and confirmations). This study identified parental math talk styles (i.e., combinations of utterance types) and examined associations with children’s math and language performance. Participants were 76 mostly middle-income, White parents and their four-year-old children. Dyads’ conversations while looking at pictures were transcribed and coded for math content and children completed math and language assessments. Cluster analyses identified three parental math talk styles: Math Discussers privileged math questions and statements over other utterances, Math Commentators privileged math statements over other utterances, and Math Elicitors privileged math questions over other utterances. Math Discussers tended to be more likely than Math Commentators to have children who spoke more about math. Parental math styles did not relate to children’s math or language skills. Findings suggest parental math talk styles are promising to understand early math support.

先前关于父母数学谈话的研究通常强调话语频率，很少区分话语类型（例如问题、陈述和确认）。这项研究确定了父母的数学谈话风格（即言语类型的组合），并检查了与孩子的数学和语言表现的关联。参与者有 76 名，其中大多数是中等收入的白人父母和他们的四岁孩子。两人在看图片时的对话被转录并编码为数学内容，孩子们完成了数学和语言评估。聚类分析确定了三种家长的数学谈话风格：数学讨论者优先考虑数学问题和陈述而不是其他话语，数学评论者优先考虑数学陈述而不是其他话语，数学启发者优先考虑数学问题而不是其他话语。数学讨论者往往比数学评论者更有可能拥有更多谈论数学的孩子。父母的数学风格与孩子的数学或语言技能无关。研究结果表明，父母的数学谈话风格有望为理解早期数学提供支持。