Home Math Environment and Math Achievement

Mathematical thinking is in high demand in the global market, but compared to their international peers, U.S. school children fail to meet math performance benchmarks. This is especially problematic, given that early math skills predict later success in math and reading, beyond the effects of early reading skills and that math difficulties prior to formal schooling make it unlikely that children who start off behind will catch up. The home math environment (HME), which includes all math-related activities, attitudes, expectations, resources, and interactions between parents and children in the home, provides a potentially promising way to promote children's early math development. In order to understand the role played by the HME in children's math abilities, the a pre-registered meta-analysis was conducted to estimate the average weighted correlation coefficient, r between the HME and children's math achievement and the sample, assessment, and study features that contribute to study heterogeneity. A multilevel correlated effects model was run on 51 studies and a total of 456 effect sizes, which found a positive, significant average weighted correlation of r = .14, p < .0001. Although the association found was low in magnitude, our combined sensitivity analyses showed that the present findings were robust, and that the sample of studies has evidential value. Interestingly, moderator analyses revealed that all moderators tested contributed to study heterogeneity and when the HME component moderation analyses were run, no significant between-study heterogeneity remained.