Department of Psychology.
Department of Child, Youth, and Family Studies.
Psychol Bull. 2021 Jun;147(6):565-596. doi: 10.1037/bul0000330.
Mathematical thinking is in high demand in the global market, but approximately 6 percent of school-age children across the globe experience math difficulties (Shalev et al., 2000). The home math environment (HME), which includes all math-related activities, attitudes, beliefs, expectations, and utterances in the home, may be associated with children's math development. To examine the relation between the HME and children's math abilities, a preregistered meta-analysis was conducted to estimate the average weighted correlation coefficient (r) between the HME and children's math achievement and how potential moderators (i.e., assessment, study, and sample features) might contribute to study heterogeneity. A multilevel correlated effects model using 631 effect sizes from 64 quantitative studies comprising 68 independent samples found a positive, statistically significant average weighted correlation of r = .13 (SE = .02, p < .001). Our combined sensitivity analyses showed that the present findings were robust and that the sample of studies has evidential value. A number of assessment, study, and sample characteristics contributed to study heterogeneity, showing that no single feature of HME research was driving the large between-study differences found for the association between the HME and children's math achievement. These findings indicate that children's environments and interactions related to their learning are supported in the specific context of math learning. Our results also show that the HME represents a setting in which children learn about math through social interactions with their caregivers (Vygotsky, 1978) and what they learn depends on the influence of many levels of environmental input (Bronfenbrenner, 1979) and the specificity of input children receive (Bornstein, 2002). (PsycInfo Database Record (c) 2021 APA, all rights reserved).
数学思维在全球市场中有很高的需求，但全球大约有 6%的学龄儿童存在数学困难（Shalev 等人，2000 年）。家庭数学环境（HME）包括家庭中所有与数学相关的活动、态度、信念、期望和言语，可能与儿童的数学发展有关。为了检验 HME 与儿童数学能力之间的关系，进行了一项预先注册的元分析，以估计 HME 与儿童数学成绩之间的平均加权相关系数（r），以及潜在的调节因素（即评估、研究和样本特征）如何导致研究的异质性。使用来自 64 项独立研究的 631 个效应量的多层次相关效应模型，这些研究共包含 68 个独立样本，发现 HME 与儿童数学成绩之间存在正相关，且具有统计学意义，平均加权相关系数 r =.13（SE =.02，p <.001）。我们的综合敏感性分析表明，目前的发现是稳健的，并且研究样本具有证据价值。一些评估、研究和样本特征导致了研究的异质性，表明没有单一的 HME 研究特征在推动 HME 与儿童数学成绩之间的关联中发现的研究间差异。这些发现表明，儿童的环境和与学习相关的互动在特定的数学学习背景下得到了支持。我们的研究结果还表明，HME 代表了一个儿童通过与照顾者的社会互动学习数学的环境（Vygotsky，1978），他们所学的内容取决于许多环境输入层次的影响（Bronfenbrenner，1979）以及儿童所接受的输入的特异性（Bornstein，2002）。（PsycInfo 数据库记录（c）2021 APA，保留所有权利）。
