本研究在学业、游戏、应用三种类型的亲子活动中，对54对父亲与孩子使用数学语言的情况进行了比较研究。结果发现，父亲在不同类型的亲子活动中使用的整体数学语言具有显著性差异，父亲在游戏型和应用型活动中使用数学语言的频次明显高于学业型。除计数概念之外，不同类型的亲子活动中使用的具体数学语言内容也具有显著性差异。本研究试图通过对父亲在不同类型的亲子活动中使用数学语言的比较研究，分析探究其具体差异性，并以此为根据提出切实可行的教育建议。

A comparative study was conducted on the use of mathematical language by 54 pairs of fathers and children in three types of parent-child activities : worksheet、game、applicant. It was found that there were significant differences in the mathematical language used in different types of parent-child activities, and father ’frequency of using mathematical language in both game and applicant activities is significantly higher than that in academic activities. In addition to the concept of counting, there are significant differences in the specific mathematical language content used in different types of parent-child activities. This study attempts to compare the mathematical language used by fathers in different types of parent-child activities, analyze and study specific differences, and based on this , propose practical and feasible educational suggestions.