ERIC Number: EJ1455653
Record Type: Journal
Publication Date: 2025-Jan
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0009-3920
EISSN: EISSN-1467-8624
Do Home Mathematical Activities Relate to Early Mathematical Skills? A Systematic Review and Meta-Analysis
Ella James-Brabham; Claudia C. Bastian; Carmel Brough; Emma Blakey
Child Development, v96 n1 p451-468 2025
Children's foundational mathematical skills are critical for future academic attainment. While home mathematical activities (HMAs) have been proposed to support these skills, the extent to which engaging in them supports mathematical skills remains unclear. This preregistered systematic review and multilevel meta-analysis identified 351 effect sizes from 72 samples in 20 countries, exploring the relation between frequency of HMAs and mathematical skills in children aged 7 years and under (M[subscript age] = 61 months). A small significant positive relation was found (r = .13), moderated by risk of bias, with larger effects associated with a higher risk of bias. Specific ways the field can move forward are discussed to better understand the role of the home mathematical environment in early mathematics.
Descriptors: Family Environment, Mathematics Education, Learning Activities, Mathematics Skills, Young Children
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A