文章基本信息

标题：No Association Between the Home Math Environment and Numerical and Patterning Skills in a Large and Diverse Sample of 5- to 6-year-olds
其他标题：No Association Between the Home Math Environment and Numerical and Patterning Skills in a Large and Diverse Sample of 5- to 6-year-olds
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作者：De Keyser, Laure ; Bakker, Merel ; Rathé, Sanne 等
期刊名称：Frontiers in Psychology
电子版ISSN：1664-1078
出版年度：2020
卷号：11
页码：3238
DOI：10.3389/fpsyg.2020.547626
出版社：Frontiers Media
摘要：Selecting a large and diverse sample of 5-6-year-old preschool children (179 boys and 174 girls; Mage = 70.03 months, SDage = 3.43), we aimed to extend previous findings on variability in children’s home math environment (i.e., home math activities, parental expectations, and attitudes) and its association with children’s mathematical skills. We operationalized mathematics in a broader way than in previous studies, by considering not only children’s numerical skills but also their patterning skills as integral components of early mathematical development. We investigated the effects of children’s gender and socioeconomic status (SES) on their home math environment, examined the associations between children’s home math environment and their mathematical skills, and verified whether these associations were moderated by children’s gender and/or SES. Parents of 353 children completed a home math environment questionnaire and all children completed measures of their numerical (e.g., object counting) and patterning skills (e.g., extending repeating patterns). Results indicated no effect of children’s gender on their home math environment. There was no effect of SES on the performed home math activities, but small SES-differences existed in parents’ math-related expectations and their attitudes. We found no evidence for associations between children’s home math environment and their mathematical skills. Furthermore, there were no moderating effects of gender or SES on these associations. One explanation for these findings might relate to the characteristics of the general preschool system in the country of the present study (Belgium). Future studies should consider the effect of the preschool learning environment because it might explain differences between studies and countries in the home math environment and its association with mathematical skills.
关键词：Home math environment; home numeracy; preschool; Mathematics; moderators