ERIC Number: EJ1315007
Record Type: Journal
Publication Date: 2021-Nov
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1467-7687
EISSN: N/A
Socioeconomic Status, Home Mathematics Environment and Math Achievement in Kindergarten: A Mediation Analysis
Muñez, David; Bull, Rebecca; Lee, Kerry
Developmental Science, v24 n6 e13135 Nov 2021
Growing evidence suggests that parents' practices contribute to their children's cognitive development and that such practices may reflect SES disparities. This study investigated longitudinal interrelations between home mathematics environment (HME), children's math achievement, and two facets of SES (mother's educational attainment and household income--subsidy status) during the first year in kindergarten (n = 500 children; M[subscript age at T1] = 57.3 months, SD = 3.8). Results revealed that these facets of SES operated through different mechanisms in kindergarten--the association between mothers' education and math growth at the end of K1 is fully mediated by HME and children's baseline math knowledge. Furthermore, only home math activities that explicitly supported the understanding of addition and subtraction contributed to children's math growth independently of SES background. The pattern of longitudinal associations suggests that the provision of home math activities may reflect children's mathematical abilities rather than SES disparities.
Descriptors: Socioeconomic Status, Family Environment, Mathematics Education, Mathematics Achievement, Kindergarten, Preschool Children, Mathematics Activities
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; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A