Towards a Theoretical Framework on Individual Differences in Numerical Abilities: Role of Home Numeracy Experiences

Abstract

Numeracy experiences at home impact children’s numerical abilities. This goes for both parent–child numeracy activities and parents’ numeracy expectations. However, the interrelatedness between home numeracy experiences and numeracy skills is far from clear as cognitive and linguistic child factors impact numerical abilities as well. In this chapter, we propose a theoretical framework on individual differences in numerical abilities in which both child and home factors are included. Following this theoretical framework, we will explain delays in numerical abilities of children with limited second language input at home (i.e., second language learners) and children with limited language abilities (children with Specific Language Impairment). These children may have a dual risk in developing lower numerical abilities; besides having a language problem, their home environment may be less optimal than that of typically developing children without language problems. We close this chapter with a perspective on future research and implications for practice.