Updated post peer review. Early mathematical skills predict later educational achievement, employment opportunities, and broader health outcomes (Davies-Keane et al., 2020; Duncan et al., 2007; Williams, 2003). Some research suggests that school-entry mathematical skills are better predictors for later academic achievement in mathematics, reading and science than reading skills at school entry (Claessens & Engel, 2013; Napoli & Purpura, 2018). Furthermore, family contexts, not schools, have been identified as a major source of inequality in student performance (Butterworth, 2005). Yet, research on early mathematical experiences outside of the school context is only beginning to expand (e.g., Chernyak, 2020; Hart et al., 2016; Skwarchuk et al., 2014; Purpura et al., 2020) with most of the mathematical development research having focused on cognitive aspects of development (Cragg & Gilmore, 2014; LeFevre et al., 2010; Zhang et al., 2014) or school interventions (Arnold et al., 2002; Clement & Samara, 2008; Cohrssen & Niklas, 2019). Attention has now turned to the influence of the home mathematics environment (HME) on the development of individual competencies (i.e., mathematical abilities such as ordering, cardinality etc.; Anders et al., 2012; LeFevre et al., 2010).

The purpose of these meta-analyses were to examine the effectiveness of home-based interventions aimed at improving literacy and mathematics outcomes for preschool aged children (mean age = 4.29; range = 3.07 to 5.32 years) and to develop an understanding of what home-based interventions work in different contexts. A total of 32 studies met the inclusion criteria for these meta-analyses; 30 studies included sufficient data for inclusion in the meta-analyses and 2 studies did not contain sufficient quantitative data and instead were summarised in a narrative review. The average weighted effect size for interventions with literacy (d = 0.10; CI = -0.17, 0.38; n = 27) and mathematical outcomes (d = 0.18; CI = -1.62, 1.99; n = 8) were small. Hence, these meta-analyses showed that home-based interventions had minimal effect on literacy and mathematical outcomes for pre-schoolers. There were more home-based interventions with literacy (N = 28) than mathematical outcomes (N = 10). The heterogeneity showed no variability indicating that all intervention impacted on children’s outcomes to similar effect. Overall, many interventions were relatively light touch (i.e., time spent engaging in parent training) and the engagement requirement of the parent in some studies was minimal (e.g., reading a short text message). More in-depth research into the components of interventions (e.g., focus, training approaches) and evaluation of interventions before they are implemented is essential for ensuring that early interventions will be effective and lead to the development of the intended skills.

The purpose of the current study was to qualitatively explore the home mathematical environment across two regions in two different countries (i.e., Cuba and Mexico), replicating a qualitative study previously conducted in Northern Ireland (NI), United Kingdom (UK; Cahoon et al., 2017). Semi-structured interviews with parents/caregivers of children (3-5-year-olds) in both Mexico (n = 13) and Cuba (n = 40) were completed to investigate their views, experiences and attitudes towards the home mathematical environment. Thematic analysis was used to explore themes relevant to the home mathematical environment. Three consistent themes were found in the Mexican and Cuban data: Numeracy Environment Structure, Expectations and Attitudes and Views of Technology. Two unique themes were found in the Mexico data: Interactions Related to Reading or Mathematics, and Child’s Attitudes in Relation to Mathematics. One unique theme was found in the Cuban interviews: Interactions for Learning. Although diverse themes were identified, consistencies were also observed. This suggests that some home numeracy practices may be universal in nature. This research increases understanding of human development in context.

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