Role of home math environment in the intergenerational transmission of math skills

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2025-02-17 DOI:10.1016/j.learninstruc.2025.102080

Minna Torppa , Maria Psyridou , Daria Khanolainen , Tuire Koponen , Jenni Salminen

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引用次数: 0

Abstract

Background

Mathematical difficulties among parents seem to be a major risk factor for a child's mathematical development. At the same time, the home math environment (HME) has been reported to be associated with children's mathematical skills.

Aims

To examine the role of formal (teaching) and informal (games and everyday activities) HME in the intergenerational transmission of arithmetic skills.

Sample

The sample included Finnish children who were followed at ages 2, 5, Grade 1 spring (age 7–8) and Grade 2 spring (age 8–9). The sample (N = 402) comprised children who had skill assessment data from Grade 1 (N = 366) or 2 (N = 321), whose parents’ skills were assessed (N = 114 fathers and 153 mothers), and who had HME data available (340 families in Grade 1, 105 families at age 5, and 140 families at age 2).

Methods

The children's arithmetic fluency and parental mathematical skills were tested using several tasks. HME was assessed via parental questionnaires. The data were analysed using latent interaction models.

Results

Both mothers' and fathers' skills significantly predicted children's arithmetic skills. Formal and informal HME were found to moderate the effect of parental skills on children's skills. The formal HME factors suggested potential protective effects, whereas the informal HME factors indicated mixed results.

Conclusions

Lower parental mathematical skills were a significant risk factor for children's arithmetic skills. Teaching activities at home seem to have the potential to alleviate familial risk.

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家庭数学环境在数学技能代际传递中的作用

父母的数学困难似乎是孩子数学发展的主要风险因素。与此同时，据报道，家庭数学环境（HME）与儿童的数学技能有关。目的研究正式的（教学）和非正式的（游戏和日常活动）HME在代际算术技能传递中的作用。样本包括2岁、5岁、1年级春季（7-8岁）和2年级春季（8-9岁）的芬兰儿童。样本（N = 402）包括具有一年级（N = 366）或二年级（N = 321）技能评估数据的儿童（N = 114名父亲和153名母亲），以及具有HME数据的儿童（N = 340个一年级家庭，105个5岁家庭和140个2岁家庭）。方法采用若干任务测试儿童的算术流畅性和父母的数学技能。HME通过父母问卷进行评估。使用潜在相互作用模型对数据进行分析。结果母亲和父亲的技能对儿童的算术技能有显著的预测作用。正式和非正式的家庭家庭教育可以调节父母技能对儿童技能的影响。正式的HME因素表明了潜在的保护作用，而非正式的HME因素表明了混合的结果。结论父母数学技能水平较低是影响儿童数学技能的重要危险因素。家庭教学活动似乎有可能减轻家庭风险。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.