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Children's Early Math Problem-Solving: The Role of Parent Numeracy Practices, Numeracy Expectations, and Math Attitudes

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Title: Children's Early Math Problem-Solving: The Role of Parent Numeracy Practices, Numeracy Expectations, and Math Attitudes
Language: English
Authors: Olivia K. Cook (ORCID 0000-0002-8460-5319), Amber E. Westover (ORCID 0000-0003-3531-4897), Jennifer L. Coffman (ORCID 0000-0001-6768-8573)
Source: Journal of Numerical Cognition. Article e16725 2025 11.
Availability: Leibniz Institute for Psychology. Universitatsring 15, Trier, 54296, Germany. e-mail: support@psychopen.eu; Web site: https://jnc.psychopen.eu
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A170637
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Kindergarten
Primary Education
Grade 1
Descriptors: Elementary School Students, Early Childhood Education, Mathematics Education, Children, Numeracy, Mathematics Skills, Problem Solving, Parent Child Relationship, Parent Influence, Expectation, Family Environment, Kindergarten, Grade 1, Parent Attitudes, Mathematics Achievement, Scores, Short Term Memory, Predictor Variables, Growth Models, Learning Strategies
ISSN: 2363-8761
Abstract: This study allows for the examination of associations between components of the home mathematics environment -- including parents' formal numeracy practices, math attitudes, and numeracy expectations -- and children's development of math problem solving skills following the transition into formal school. Sixty-six children from three schools in the Southeastern United States were assessed six times across kindergarten and first grade using a battery of academic and cognitive measures -- including a task that evaluated children's strategy use and accuracy while solving basic arithmetic problems. Parents reported the frequency with which they engaged in formal numeracy practices in the home, their attitudes towards mathematics, and their numeracy expectations for their child. Results from growth curve models, controlling for parents' education and children's working memory, revealed that neither parents' numeracy practices nor their expectations accounted for differences in children's development, but that children with parents who held more negative views towards math entered kindergarten with lower math problem-solving skills (both accuracy and strategy use) than their peers. However, children who entered kindergarten with lower skills demonstrated greater improvement in their scores over the course of the two years. Findings highlight the importance of examining aspects of the home mathematics environment other than numeracy practices -- such as parents' math attitudes -- as they relate to children's mathematical development.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2026
Accession Number: EJ1492418
Database: ERIC
FullText Text:
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  Data: Children's Early Math Problem-Solving: The Role of Parent Numeracy Practices, Numeracy Expectations, and Math Attitudes
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  Data: <searchLink fieldCode="AR" term="%22Olivia+K%2E+Cook%22">Olivia K. Cook</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8460-5319">0000-0002-8460-5319</externalLink>)<br /><searchLink fieldCode="AR" term="%22Amber+E%2E+Westover%22">Amber E. Westover</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3531-4897">0000-0003-3531-4897</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jennifer+L%2E+Coffman%22">Jennifer L. Coffman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6768-8573">0000-0001-6768-8573</externalLink>)
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  Data: Leibniz Institute for Psychology. Universitatsring 15, Trier, 54296, Germany. e-mail: support@psychopen.eu; Web site: https://jnc.psychopen.eu
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  Data: This study allows for the examination of associations between components of the home mathematics environment -- including parents' formal numeracy practices, math attitudes, and numeracy expectations -- and children's development of math problem solving skills following the transition into formal school. Sixty-six children from three schools in the Southeastern United States were assessed six times across kindergarten and first grade using a battery of academic and cognitive measures -- including a task that evaluated children's strategy use and accuracy while solving basic arithmetic problems. Parents reported the frequency with which they engaged in formal numeracy practices in the home, their attitudes towards mathematics, and their numeracy expectations for their child. Results from growth curve models, controlling for parents' education and children's working memory, revealed that neither parents' numeracy practices nor their expectations accounted for differences in children's development, but that children with parents who held more negative views towards math entered kindergarten with lower math problem-solving skills (both accuracy and strategy use) than their peers. However, children who entered kindergarten with lower skills demonstrated greater improvement in their scores over the course of the two years. Findings highlight the importance of examining aspects of the home mathematics environment other than numeracy practices -- such as parents' math attitudes -- as they relate to children's mathematical development.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
    Subjects:
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Mathematics Education
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      – SubjectFull: Numeracy
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      – SubjectFull: Problem Solving
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      – SubjectFull: Parent Child Relationship
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      – SubjectFull: Parent Influence
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      – SubjectFull: Expectation
        Type: general
      – SubjectFull: Family Environment
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      – SubjectFull: Kindergarten
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      – SubjectFull: Grade 1
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      – SubjectFull: Parent Attitudes
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      – SubjectFull: Predictor Variables
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      – SubjectFull: Growth Models
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      – SubjectFull: Learning Strategies
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      – TitleFull: Children's Early Math Problem-Solving: The Role of Parent Numeracy Practices, Numeracy Expectations, and Math Attitudes
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              Y: 2025
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