The home math environment: Does it explain the association between family SES and toddlers' math skills?

Socioeconomic disparities in mathematical development are well documented, with evidence implicating differences in home math environments (HMEs) as a mechanism. Research has not established whether this pathway is salient during toddlerhood. Toddlers (N = 256; Mage = 2.63 years; 49.1% male; 27% racially/ethnically minoritized) and one parent from socioeconomically diverse families completed assessments of the HME across three modalities (parent survey, semi-structured observations, and time diaries). Children's numeracy and spatial skills were assessed one year later. Family socioeconomic status (SES) was related to HME factors (β's = .19-.33); these links partially explained SES-related disparities in toddlers' math skills at wave 2. Enhancing opportunities for math learning in the HME before children begin formal schooling may bolster early math skills and set them up for school success.