The home math environment: More than numeracy

Zippert, Erica L.; Rittle‐Johnson, Bethany

doi:10.1016/j.ecresq.2018.07.009

Cited by 117 publications

(111 citation statements)

References 60 publications

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“…At-home teaching activities seemed to have neither direct nor indirect effects on children’s skills, which stands in contrast with our hypothesis and earlier research ( Martini and Sénéchal, 2012 ; Sénéchal and Lefevre, 2014 ; Skwarchuk et al, 2014 ; Sénéchal, 2015 ; Puglisi et al, 2017 ; Napoli and Purpura, 2018 ). Our findings are in line with some other research ( Missall et al, 2015 ; Zippert and Rittle-Johnson, 2020 ) and could be viewed as supportive evidence for the argument that gains from formal home activities tend to be negligibly small and short-term in the context of transparent languages and fade away once children enter school ( Manolitsis et al, 2013 ; Silinskas et al, 2020 ). Indeed, highly regular orthographies speed up the process of reading acquisition allowing children to reach good reading levels with the support of high-quality phonics teaching at school ( Aro, 2017 ), which explains why providing early reading instruction at home does not ensure any long-term advantage.…”

Section: Discussionsupporting

confidence: 91%

“…It has to be stressed, however, that research focusing on the role of HNE remains rather scant and much less conclusive in comparison to studies on HLE. Whereas some studies suggest that the HNE is a significant contributor to the development of mathematical skills ( Niklas and Schneider, 2014 ; Skwarchuk et al, 2014 ; Hart et al, 2016 ; Napoli and Purpura, 2018 ), other research finds a non-significant or even negative association between children’s mathematical development and HNE ( Blevins-Knabe et al, 2000 ; Silinskas et al, 2010 ; Missall et al, 2015 ; Zippert and Rittle-Johnson, 2020 ).…”

Section: Introductionmentioning

confidence: 97%

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Longitudinal Effects of the Home Learning Environment and Parental Difficulties on Reading and Math Development Across Grades 1–9

et al. 2020

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This study focuses on parental reading and mathematical difficulties, the home literacy environment, and the home numeracy environment as well as their predictive role in Finnish children’s reading and mathematical development through Grades 1–9. We examined if parental reading and mathematical difficulties directly predict children’s academic performance and/or if they are mediated by the home learning environment. Mothers ( n = 1590) and fathers ( n = 1507) reported on their reading and mathematical difficulties as well as on the home environment (shared reading, teaching literacy, and numeracy) when their children were in kindergarten. Tests for reading fluency, reading comprehension, and arithmetic fluency were administered to children in Grades 1, 2, 3, 4, 7, and 9. Parental reading difficulties predicted children’s reading fluency, whereas parental mathematical difficulties predicted their reading comprehension and arithmetic fluency. Familial risk was associated with neither formal nor informal home environment factors, whereas maternal education had a significant relationship with both, with higher levels of education among mothers predicting less time spent on teaching activities and more time spent on shared reading. In addition, shared reading was significantly associated with the development of reading comprehension up to Grades 3 and 4, whereas other components of the home learning environment were not associated with any assessed skills. Our study highlights that taken together, familial risk, parental education, and the home learning environment form a complex pattern of associations with children’s mathematical and reading skills.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 97%

Longitudinal Effects of the Home Learning Environment and Parental Difficulties on Reading and Math Development Across Grades 1–9

et al. 2020

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“…However, not all kinds of support have an impact on the child's skills. Zippert and Rittle-Johnson (2018) found barely any links between parent support and children's broad mathematical skills. Further, according to a recent longitudinal study of 554 three-yearold children, conducted by Lehr et al (2019), show that book exposure and the quality of verbal interaction regarding mathematics both predicted mathematical outcomes in secondary school and those effects were mediated through early language and arithmetic skills.…”

Section: Early Skills and Later Performancementioning

confidence: 88%

Family related variables effect on later educational outcome: a further geospatial analysis on TIMSS 2015 Finland

Harju-Luukkainen

Vettenranta

Wang

et al. 2020

Large-scale Assess Educ

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Learning should not be hindered or restricted in any way even if a child comes from a poor family, has an immigrant background, is raised by a single parent or has limited resources at home. This is something that most of today's successful educational systems have understood, and the different systems have found various ways to allocate resources so as to level the playing field (OECD 2016). In this paper we take a closer look at the family related background factors, parental perception of student's early skills and their connection to student's later educational outcome. Important factors affecting children's educational outcomes across the world include family's socioeconomic and cultural status (Authors 2014; Yamamoto and Holloway 2010) and how parents are involved in their child's education (Christenson 2004; Fantuzzo et al. 2000), but also what type of expectations the families have towards their child (Siraj-Blatchford 2010). Further, parents provide their child with a broad mathematical and early literacy input. What type of an input this is, is of importance, since early years mathematical knowledge is clearly Abstract Family-related factors, like parent's educational level, their values and expectations have a significant impact on child's early skills and later educational outcomes. Further, parents provide their child, alongside with other learning environments, a broad mathematical and early literacy input. This study investigates the relationship between family-related socioeconomic and other factors like, parental education, amount of books at home, parental attitudes towards mathematics and science, parental perception of child's early skills and student's later academic achievement. This is studied in the light of the Finnish data collected for Trends in International Mathematics and Science Study (TIMSS) 2015. The results are presented with the help of a geospatial method called Kriging that reveals regional variance. The results indicate that familyrelated background variables have different effects on child's later achievement in mathematics across Finland. The results suggest, that some areas in Finland are better in 'levelling the playing field' for children and minimising the effect of family related variables on educational outcomes than others.

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“…More recent work has pointed to the direct and indirect numeracy environments as being just two components of a broader HME, which also includes non-numeracy components such as the spatial environment (Dearing et al, 2012;Hart et al, 2016) and patterning environment (Zippert and Rittle-Johnson, 2018). For example, Dearing et al (2012) proposed an alternative model to the direct numeracy and indirect numeracy structure of the HME that consisted of two factors: numeracy activities and spatial activities.…”

Section: Structure Of the Home Mathematics Environmentmentioning

confidence: 99%

“…Thus, these findings do not suggest that the home spatial environment activities are not a valid target for future assessment or intervention, but rather that simply measuring the quantity of this type of play may not be sufficient for linking it to children's mathematics or spatial performance. Given that other studies (Dearing et al, 2012;Zippert and Rittle-Johnson, 2018) also did not find specific relations between the home spatial environment and children's spatial skills, but studies that measure the direct engagement of parent-child spatial language do demonstrate relations (Ferrara et al, 2011), future research should extend this work to examine the quality of these activities and parents' explicit focus on spatial properties during such activities, as well as additional factors such as parent spatial skills that has previously been found to be related to children's performance (Zippert and Rittle-Johnson, 2018).…”

Section: Relations Between the Home Mathematics Environment And Prescmentioning

confidence: 99%

Examining the Factor Structure of the Home Mathematics Environment to Delineate Its Role in Predicting Preschool Numeracy, Mathematical Language, and Spatial Skills

et al. 2020

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A growing body of evidence suggests that the ways in which parents and preschool children interact in terms of home-based mathematics activities (i.e., the home mathematics environment; HME) is related to children's mathematics development (e.g., primarily numeracy skills and spatial skills); however, this body of evidence is mixed with some research supporting the relation and others finding null effects. Importantly, few studies have explicitly examined the factor structure of the HME and contrasted multiple hypothesized models. To develop more precise models of how the HME supports children's mathematics development, the structure of the HME needs to be examined and linked to mathematics performance. The purpose of this study was to extend prior work by replicating the factor structure of the HME (as one general HME factor and three specific factors of direct numeracy, indirect numeracy, and spatial) and using those factors to predict direct assessments of children's numeracy, mathematical language, and spatial skills. It was hypothesized that the general HME factor would be related to each direct assessment, the direct numeracy factor would be related to both numeracy and mathematical language, and the spatial factor would be related to spatial skills. Using a sample of 129 preschool children (M age = 4.71 years, SD = 0.55; 46.5% female), a series of confirmatory factor analyses were conducted. Results diverged somewhat from prior work as the best fitting model was a bifactor model with a general HME factor and two specific factors (one that combined direct and indirect numeracy activities and another of spatial activities) rather than three specific factors as had previously been found. Further, structural equation modeling analyses suggested that, in contrast to expectations, only the direct + indirect numeracy factor was a significant predictor of direct child assessments when accounting for age, sex, and parental education. These findings provide evidence that a bifactor model is important

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The home math environment: More than numeracy

Cited by 117 publications

References 60 publications

Longitudinal Effects of the Home Learning Environment and Parental Difficulties on Reading and Math Development Across Grades 1–9

Longitudinal Effects of the Home Learning Environment and Parental Difficulties on Reading and Math Development Across Grades 1–9

Family related variables effect on later educational outcome: a further geospatial analysis on TIMSS 2015 Finland

Examining the Factor Structure of the Home Mathematics Environment to Delineate Its Role in Predicting Preschool Numeracy, Mathematical Language, and Spatial Skills

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