Socioeconomic status, home mathematics environment and math achievement in kindergarten: A mediation analysis

David MUÑEZ, Rebecca BULL, Kerry LEE

Research output: Contribution to journalArticlespeer-review

1 Citation (Scopus)

Abstract

Growing evidence suggests that parents’ practices contribute to their children's cognitive development and that such practices may reflect SES disparities. This study investigated longitudinal interrelations between home mathematics environment (HME), children's math achievement, and two facets of SES (mother's educational attainment and household income—subsidy status) during the first year in kindergarten (n = 500 children; Mage at T1 = 57.3 months, SD = 3.8). Results revealed that these facets of SES operated through different mechanisms in kindergarten—the association between mothers’ education and math growth at the end of K1 is fully mediated by HME and children's baseline math knowledge. Furthermore, only home math activities that explicitly supported the understanding of addition and subtraction contributed to children's math growth independently of SES background. The pattern of longitudinal associations suggests that the provision of home math activities may reflect children's mathematical abilities rather than SES disparities. Copyright © 2021 John Wiley & Sons Ltd.
Original languageEnglish
Article numbere13135
JournalDevelopmental Science
Early online date12 Jul 2021
DOIs
Publication statusE-pub ahead of print - 12 Jul 2021

Citation

Muñez, D., Bull, R., & Lee, K. (2021). Socioeconomic status, home mathematics environment and math achievement in kindergarten: A mediation analysis. Developmental Science. Advance online publication. doi: 10.1111/desc.13135

Keywords

  • Early childhood
  • Home mathematics environment
  • Math
  • SES

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