Abstract
Most studies suggest that home numeracy is correlated with preschool children’s current mathematical performance, and also predicts their mathematical performance longitudinally. However, this finding is not universal, and some studies do not suggest a close relationship between home numeracy and preschoolers’ mathematical development. There are several possible reasons for the discrepant findings, including the exact nature of numeracy activities provided, and possible unreliability of parental reports of home numeracy. However, parental attitudes might also lead to differing results: because attitudes might influence actual home numeracy provision or the ways in which it is reported; because parental attitudes and beliefs might be transmitted intergenerationally; and because parental mathematics anxiety may interact with home numeracy activities to create early negative emotional associations about mathematics, as some research suggests to be the case with regard to school-age children. There has been a significant amount of research in the first two of these areas, but very little in the third area with regard to preschoolers. It should be seen as an important area for further research.
Highlights
The aim of this article is to point out the importance of incorporating into definitions and models of the early home numeracy environment, home provision of numeracy activities for preschool children, and parental attitudes to mathematics (LeFevre et al, 2009; Skwarchuk et al, 2014) and, in particular, parental emotional reactions to mathematics, in particular mathematics anxiety
Most studies suggest that numeracy-related activities at home have at least some influence on preschool children’s numeracy development (LeFevre et al, 2002; Gunderson and Levine, 2011; Skwarchuk et al, 2014). This is often portrayed in terms of ‘home numeracy environment’, though it is not always clear how broadly this phrase should be interpreted, and whether it refers just to the activities provided for children, or to the parents’ own engagement in mathematical activities, their attitudes toward numeracy in general, and/or their expectations regarding their children’s current and future numeracy performance
It will be argued here that, while there is a general need for greater consideration of parental attitudes to mathematics as part of the home numeracy environment, there is a particular need for greater consideration of parental emotional reactions to mathematics, especially mathematics anxiety
Summary
Most studies suggest that home numeracy is correlated with preschool children’s current mathematical performance, and predicts their mathematical performance longitudinally. This finding is not universal, and some studies do not suggest a close relationship between home numeracy and preschoolers’ mathematical development. Parental attitudes might lead to differing results: because attitudes might influence actual home numeracy provision or the ways in which it is reported; because parental attitudes and beliefs might be transmitted intergenerationally; and because parental mathematics anxiety may interact with home numeracy activities to create early negative emotional associations about mathematics, as some research suggests to be the case with regard to school-age children.
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