ArticleMathematical thinking & learning2020
Understanding the unique contributions of home numeracy, inhibitory control, the approximate number system, and spontaneous focusing on number for children's math abilities.
Article in Mathematical thinking & learning, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers, 3 of them syntheses that pooled it.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
11 citing papers in PubMed, 3 syntheses or guidelines pooled it.
- The Cognitive Profile of Math Difficulties: A Meta-Analysis Based on Clinical Criteria.Frontiers in psychology · 2022Pooled it
- Do home mathematical activities relate to early mathematical skills? A systematic review and meta-analysis.Child developmentPooled it
- A systematic review and meta-analysis of partial correlations between caregiver cognitive stimulation in early childhood and child development.Psychological bulletinPooled it
- Predicting individual differences in preschoolers' numeracy and geometry knowledge: The role of understanding abstract relations between objects and quantities.Journal of experimental child psychology · 2024Article
- Investigating associations between parent engagement and toddlers' mathematics performance.The British journal of developmental psychology · 2023Article
- Exploring effects of an early math intervention: The importance of parent-child interaction.Child development · 2023Article
- Mothers' and fathers' engagement in math activities with their toddler sons and daughters: The moderating role of parental math beliefs.Frontiers in psychology · 2023Article
- Environmental influences on mathematics performance in early childhood.Nature reviews psychology · 2022Article
- Parental math input is not uniformly beneficial for young children: The moderating role of inhibitory control.Journal of educational psychology · 2022Article
- Teasing apart the unique contributions of cognitive and affective predictors of math performance.Annals of the New York Academy of Sciences · 2022Article
- Time spent playing predicts early reading and math skills through associations with self-regulation.Journal of applied developmental psychologyArticle
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Authors and funding
4 authors.
Funding
Abstract
Math abilities are important predictors of both children's academic achievement and their outcomes in adulthood such as full-time employment and income. Previous work indicates that parenting factors (i.e., parental education, parent math ability, frequency of math activities) relate to children's math performance. Further, research demonstrates that both domain-general (i.e., language skills, inhibitory control) and domain-specific (i.e., approximate number system acuity, tendency to spontaneously focus on number) cognitive predictors are related to math during early childhood. However, work to date has not examined all of these factors together to identify their unique contributions for young children's math abilities. Thus, in the present study we examine whether parent-level and child-level factors uniquely explain children's math abilities. To this end, 112 four-year-old children and one of their parents completed a battery of assessments and questionnaires. Results indicate that children's math performance is uniquely predicted by the frequency of home math activities reported by the parents, as well as children's own inhibitory control, approximate number system acuity, and tendency to spontaneously focus on number. These parent- and child-level factors provide independent targets for future interventions aimed at improving early math performance.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.