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The home math environment and math achievement: A meta-analysis.

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The home math environment (HME) positively correlates with children's math abilities. This meta-analysis confirms that a supportive home environment aids math development, influencing learning through social interactions and environmental input.

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Area of Science:

  • Child Development
  • Educational Psychology
  • Cognitive Science

Background:

  • Mathematical difficulties affect approximately 6% of school-age children globally.
  • The home math environment (HME) encompasses math-related activities, attitudes, and beliefs within the home.
  • The HME's potential association with children's math development warrants investigation.

Purpose of the Study:

  • To conduct a meta-analysis examining the relationship between the HME and children's math achievement.
  • To estimate the average weighted correlation coefficient (r) between HME and math achievement.
  • To identify potential moderators (assessment, study, and sample features) influencing study heterogeneity.

Main Methods:

  • A preregistered meta-analysis was performed.
  • A multilevel correlated effects model was utilized.
  • Data comprised 631 effect sizes from 64 quantitative studies (68 independent samples).

Main Results:

  • A statistically significant positive average weighted correlation (r = .13, SE = .02, p < .001) was found between HME and math achievement.
  • Sensitivity analyses confirmed the robustness of the findings.
  • Various assessment, study, and sample characteristics contributed to heterogeneity, indicating complex influences on the HME-math achievement link.

Conclusions:

  • The HME is a significant factor supporting children's math learning and development.
  • Children learn math through social interactions within the HME, influenced by environmental input levels and specificity.
  • Findings underscore the importance of the home context in early math education.