ABSTRACT Home math interventions often incorporate informational priming—explicit prompts emphasizing parental math input. While effective in increasing math talk, its impact on child outcome is mixed. This study examined how informational priming shapes the content and dynamic of math interactions. In year 2023, 122 Chinese parent–child dyads ( = 5.25, 52% girls) participated in a business‐as‐usual play session, followed 2 weeks later by another session after parents were briefed on math talk importance. Parents increased math talk quantity and diversity but provided less autonomy support and exerted more control (large effects). Meanwhile, children were more frequently disengaged (medium effect). The findings reveal trade‐offs, highlighting the need to balance increased math input with motivational support to foster children's math development.
Lu et al. (Thu,) studied this question.