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

This study aims to compare the dietary and physical activity (PA) habits in a nationally representative sample of Iranian children and adolescents based on their family and regional socioeconomic status (SES). This nationwide study was conducted on 14,880 students, aged 6-18 years, and one of their parents living in urban and rural areas of 30 provinces in Iran. Data regarding PA, screen time and dietary habits were recorded using two sets of questionnaires for both students and their parents. The results were compared according to the SES of the family and the living region. Overall, 13,486 students completed the study (90.6% participation rate) with a mean age of 12.5 (95% CI: 12.3-12.6) years. Comparing family SES, the level of PA was similar in the three SES groups. The total screen time, working computer with and watching TV was significantly higher in those with higher family SES (P < 0.05). Consumption of meat, dairy products, rice, fruit, and vegetables was significantly higher in families with higher SES. Consumption of salty snacks and sweet drinks was significantly lower in families with higher SES level. Sedentary lifestyle was more prevalent in regions with higher SES. The dietary habits of inhabitants of regions with low SES was similar to that reported for individuals with low family SES. Both family and regional SES might impact lifestyle habits from early life. Participants with higher SES had healthier dietary habits but lower PA level than their counterparts with lower SES. Socioeconomic disparities should be considered for public health interventions aiming to improve lifestyle habits.

Associations among parents' math anxiety, math-related leisure activities, children's early numeracy interest and skills

Children's early numeracy outcomes set the foundation for mathematics learning in their future school years. This study examined how different family and individual variables were associated with the numeracy interest and competence of disadvantaged young children in the Philippines. The numeracy and literacy skills of 673 children living in low-middle income communities were tested. Their parents were also asked to complete a questionnaire on demographics, their home numeracy practices, attitudes about numeracy learning, and children's numeracy interest. Structural equationmodelling analyses showed that children's numeracy interest was linked with their parents' practices and attitudes. Children's numeracy competence, on the other hand, was related to their gender, age, socioeconomic status, and literacy abilities. These findings suggest that family and individual variables might play different roles in disadvantaged children's early numeracy development. Moreover, parents can be encouraged to make effective use of home numeracy experiences to promote their children's numeracy competence. Statement of contribution What is already known on this subject? In developed countries, home environment is occasionally found to link with early numeracy development. Some individual variables are also found to play significant roles in early numeracy development. What does this study add? Among young Filipino children from disadvantaged backgrounds, home environment is related to numeracy interest. Family socioeconomic status plays a significant role in early numeracy competence. Early literacy and numeracy skills are interrelated with each other.

A growing number of studies suggest that the frequency of numeracy experiences that parents provide at home may relate to children's mathematical development. However, the relation between home numeracy practices and children's numerical skills is complex and might depend upon both the type and difficulty of activities, as well as the type of math skills. Studies have also argued that this relation may be driven by factors that are not systematically controlled for in the literature, including socio-economic status (SES), parental math skills and children's IQ. Finally, as most prior studies have focused on preschoolers, it remains unclear to what extent there remains a relation between the home numeracy environment and math skills when children are in elementary school. In the present study, we tested an extensive range of math skills in 66 8-year-olds, including non-symbolic quantity processing, symbolic number understanding, transcoding, counting, and mental arithmetic. We also asked parents to complete a questionnaire about their SES, academic expectations, academic attitudes, and the numeracy practices that they provide at home. Finally, we measured their arithmetic fluency as a proxy for parental math skills. Over and above differences in socio-economic status, parental arithmetic fluency, child's IQ, and time spent with the child, we found a positive relation between the frequency of formal numeracy practices that were at or above grade level and two separate measures of mental arithmetic. We further found that the frequency of these advanced formal numeracy practices was related to parents' academic expectations. Therefore, our study shows that home numeracy experiences predict arithmetic skills in elementary school children, but only when those activities are formal and sufficiently challenging for children.

A growing number of studies suggest that the frequency of numeracy experiences that parents provide at home may relate to children’s mathematical development. However, the relation between home numeracy practices and children’s numerical skills is complex and might depend upon both the type and difficulty of activities, as well as the type of math skills. Studies have also argued that this relation may be driven by factors that are not systematically controlled for in the literature, including socio-economic status (SES), parental math skills and children’s IQ. Finally, as most prior studies have focused on preschoolers, it remains unclear to what extent there remains a relation between the home numeracy environment and math skills when children are in elementary school. In the present study, we tested an extensive range of math skills in 66 8-year-olds, including non-symbolic quantity processing, symbolic number understanding, transcoding, counting, and mental arithmetic. We also asked parents to complete a questionnaire about their SES, academic expectations, academic attitudes, and the numeracy practices that they provide at home. Finally, we measured their arithmetic fluency as a proxy for parental math skills. Over and above differences in socio-economic status, parental arithmetic fluency, child’s IQ, and time spent with the child, we found a positive relation between the frequency of formal numeracy practices that were at or above grade level and two separate measures of mental arithmetic. We further found that the frequency of these advanced formal numeracy practices was related to parents’ academic expectations. Therefore, our study shows that home numeracy experiences predict arithmetic skills in elementary school children, but only when those activities are formal and sufficiently challenging for children.

Longitudinal relations between behavioral engagement and academic achievement: The moderating roles of socio-economic status and early achievement

Executive function and learning behaviour play an important role in children's academic outcomes by helping them maintain attention, work cooperatively, and stay focused, especially for those from lower family socioeconomic status (SES) backgrounds. This study explored whether these learning-related skills were associated with children's concurrent math and literacy skills and whether they moderated the associations of family SES with math and literacy skills. Preschool children (n = 179) from early childhood education settings were directly assessed on executive function, math, and literacy skills. Executive function and learning behaviour were significantly correlated with children's math and literacy outcomes. Learning behavior moderated the association between family SES and child math outcomes. Teachers may support learning behaviour by teaching active listening and frustration management techniques, thus motivating children to actively participate in learning. This serves to buffer the negative impacts of family SES on children's academic outcomes, specifically math skills.

Past research has examined parental support for children’s math and reading skills in the early years through parents’ reports of their activities with their children in somewhat inconsistent ways. In this study, we use data from a large sample of parents (n = 259; 103 males) collected through Amazon’s Mechanical Turk to examine dimensions of parental enrichment in both support for literacy and numeracy skills at home. Additionally, we examine how socioeconomic resources as well as parental beliefs relate to these dimensions of the home literacy and home numeracy environment. Factor analyses revealed two dimensions of literacy activities (i.e., passive and active literacy activities) and three dimensions of numeracy activities (i.e., numeracy applications, basic numeracy, and written numeracy activities). Income was positively associated with active literacy activities, whereas parents’ educational attainment was negatively associated with active literacy activities and written numeracy activities. Additionally, parental beliefs, including their beliefs about the importance of literacy and math skills as well as their perceived responsibility for teaching their children reading, math, and language skills, related to home literacy and numeracy activities in distinctive ways. These results suggest that future research should explore parental enrichment practices with greater nuance, particularly when examining associations with socioeconomic status.

Previous research has demonstrated a link between spatial and math skills. However, little research has examined this relation longitudinally. The present study examines the development of and reciprocal relations between spatial and math skills in elementary school students. We administered two spatial tasks and a math task to 312 first- through third-grade students who were tested in the spring for three consecutive school years. Linear growth models showed increases for each skill across the three school years. A random intercepts cross-lagged panel analysis indicated that controlling for task-specific (i.e., autoregressive) growth, there was a relation between spatial visualization/mental rotation at Year 1 and math performance at Year 2. In addition, math scores in Year 2 predicted Year 3 spatial visualization/mental rotation skills as well as Year 3 spatial perception skills. Further, there were significant differences in task performance depending on grade in school, and there were gender differences in spatial perception and sometimes math performance. Thus, we find some evidence for reciprocal relations between spatial and math skills over development, but our results suggest that the particular type of spatial skill measured is important to consider in studying these relations. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

The protective effect of family structure and socioeconomic status (SES) on physical and mental health is well established. There are reports, however, documenting a smaller return of SES among Blacks compared to Whites, also known as Blacks' diminished return. Using a national sample, this study investigated race by gender differences in the effects of family structure and family SES on subsequent body mass index (BMI) over a 15-year period. This 15-year longitudinal study used data from the Fragile Families and Child Wellbeing Study (FFCWS), in-home survey. This study followed 1781 youth from birth to age 15. The sample was composed of White males (n=241, 13.5%), White females (n=224, 12.6%), Black males (n=667, 37.5%), and Black females (n=649, 36.4%). Family structure and family SES (maternal education and income to need ratio) at birth were the independent variables. BMI at age 15 was the outcome. Race and gender were the moderators. Linear regression models were run in the pooled sample, in addition to race by gender groups. In the pooled sample, married parents, more maternal education, and income to need ratio were all protective against high BMI of youth at 15years of age. Race interacted with family structure, maternal education, and income to need ratio on BMI, indicating smaller effects for Blacks compared to Whites. Gender did not interact with SES indicators on BMI. Race by gender stratified regressions showed the most consistent associations between family SES and future BMI for White females followed by White males. Family structure, maternal education, and income to need ratio were not associated with lower BMI in Black males or females. The health gain received from family economic resources over time is smaller for male and female Black youth than for male and female White youth. Equalizing access to economic resources may not be enough to eliminate health disparities in obesity. Policies should address qualitative differences in the lives of Whites and Blacks which result in diminished health returns with similar SES resources. Policies should address structural and societal barriers that hold Blacks against translation of their SES resources to health outcomes.

The current study investigated the link between subdomains of spatial and math skills in preschool-aged full-term and preterm-born children. We assessed 238 English-speaking children living in the United States (114 girls; 113 preterm, 125 full-term, Mage = 4.79, SD = 0.60) on their spatial (matrix reasoning, mental rotation) and math (counting, cardinality, and arithmetic assessed by addition and subtraction) skills. Regardless of neonatal status, matrix reasoning skills were related to verbal counting, cardinality, and addition performances, whereas mental rotation skills were related to subtraction performance. Among the preterm group, mental rotation was only related to subtraction skills for those with higher gestational age. These findings suggest that space-math links are mostly robust across children following different developmental trajectories, and interventions might focus on specific spatial skills to increase children’s targeted math skills.

Supporting mathematics learning: a review of spatial abilities from research to practice

The relation between parent ratings and direct assessments of preschoolers’ numeracy skills

IntroductionCurrent research has documented the home math environment (HME) of preschoolers and kindergarteners. Very few studies, however, have explored the number and spatial activities in which parents engage with children during their toddler years.MethodsThis study examined the HME of 157 toddlers using several methodologies, including surveys, time diaries, and observations of math talk. Further, it examined correlations within and across data sources to identify areas of convergence and triangulation, and correlated HME measures with measures of toddlers’ number and spatial skills.ResultsFindings showed that, in general, uses of different types of math activities, including both number and spatial, were intercorrelated within method. Across methods, there was high intercorrelation between the frequency of math activities reported on parent surveys and the diversity of types of math activities endorsed in time diary interviews. Parent math talk gleaned from semi-structured interviews functioned as a separate aspect of the HME; different types of math talk shared few intercorrelations with engagement in math activities as reported in either surveys or time diaries. Finally, several HME measures positively correlated with toddlers’ math skills.DiscussionGiven extant research demonstrating that both math activities and math talk predict children’s math skills, our results stress the need for multimethod studies that differentiate among these HME opportunities.

This study estimates cross-country variation in socioeconomic disparities in adolescent alcohol use and identifies country-level characteristics associated with these disparities. The association between socioeconomic status (family wealth and parental education) and alcohol use (lifetime use and episodic heavy drinking) of 15- to 16-year-olds from 32 European countries was investigated. Country-level characteristics were national income, income inequality and per capita alcohol consumption. Multilevel modelling was applied. Across countries, lifetime use was lower in wealthy than in less wealthy families (odds ratio [OR](girls) =0.95, OR(boys) =0.94). The risk of episodic heavy drinking, in contrast, was higher for children from wealthier families (OR(girls) =1.04, OR(boys) =1.08) and lower when parents were highly educated (ORs=0.95-0.98). Socioeconomic disparities varied substantially between countries. National wealth and income inequality were associated with cross-country variation of disparities in lifetime use in few comparisons, such that among girls, the (negative) effect of family wealth was greatest in countries with unequally distributed income (OR=0.86). Among boys, the (negative) effect of family wealth was greatest in low-income countries (OR=1.00), and the (positive) effect of mothers' education was greatest in countries with high income inequality (OR=1.11). Socioeconomic disparities in adolescent alcohol use vary across European countries. Broad country-level indicators can explain this variation only to a limited extent, but results point towards slightly greater socioeconomic disparities in drinking in countries of low national income and countries with a high income inequality. [Gomes de Matos E, Kraus L, Hannemann T-V, Soellner R, Piontek D. Cross-cultural variation in the association between family's socioeconomic status and adolescent alcohol use.