International comparisons of the home mathematics environment and relations with children's mathematical achievement

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dc.catalogadorgrr
dc.contributor.authorEllis, Alexa
dc.contributor.authorCosso, Jimena
dc.contributor.authorDuncan, Robert J.
dc.contributor.authorSusperreguy Jorquera, Maria Ines
dc.contributor.authorSimms, Victoria
dc.contributor.authorPurpura, David J.
dc.date.accessioned2024-04-15T08:00:15Z
dc.date.available2024-04-15T08:00:15Z
dc.date.issued2023
dc.description.abstractBackground: Home mathematics environment (HME) research has focused on parent-child interactions surrounding numerical activities as measured by the frequency of engaging in such activities. However, HME survey questions have been developed from limited perspectives (e.g., Early Childhood Research Quarterly, 27, 2012, 231; Journal of Social Issues, 64, 2008, 95; Early childhood mathematics education research: Learning trajectories for young children, Routledge, New York, 2009), by researchers from a small subset of countries (15; Psychological Bulletin, 147, 2020, 565), which may skew our interpretations.Aims and Sample: This study broadened international representation by leveraging secondary data from the 2019 TIMSS to examine the variation of the frequency and reliability of the HME scale and its relation to children's mathematical achievement. Across 54 countries, 231,138 parents and children (M-age = 10.22 years; 51% male) participated in the larger study.Methods: Parents completed a retrospective home environment survey and children were assessed on mathematics skills. Basic frequency descriptive statistics, Cronbach's alpha reliability coefficients, and Pearson's r correlation coefficients were used to assess variability across countries.Results: Findings suggested that families in certain countries engaged in home mathematics activities more frequently than families in other countries; however, the HME scale demonstrated acceptable internal consistency across families in all countries (M a = .79; range = [.73, .89]). Further, the average relation between HME and mathematical achievement was r = .15 with a range between r = .02 to r = .41.Conclusion: Our results indicate substantial variation across countries in the HME-mathematical achievement association. These findings underscore the importance of international representation in advancing research on the diversity of a child's home environment.
dc.fuente.origenWOS
dc.identifier.doi10.1111/bjep.12625
dc.identifier.issn0007-0998
dc.identifier.pubmedid37452611
dc.identifier.scopusidSCOPUS_ID:85140131661
dc.identifier.urihttps://doi.org/10.1111/bjep.12625
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/85063
dc.identifier.wosidWOS:001030538000001
dc.information.autorucFacultad de Educación; Susperreguy Jorquera, Maria Ines; 0000-0001-5584-2692; 151479
dc.issue.numero4
dc.language.isoen
dc.nota.accesocontenido completo
dc.pagina.final1187
dc.pagina.inicio1171
dc.publisherBritish Psychological Society
dc.revista British Journal of Education Psychology
dc.rightsacceso abierto
dc.rights.licenseCC BY 4.0 ATTRIBUTION 4.0 INTERNATIONAL
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectHome mathematics environment
dc.subjectInternational perspective
dc.subjectTIMSS
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación y calidad
dc.titleInternational comparisons of the home mathematics environment and relations with children's mathematical achievement
dc.typeartículo
dc.volumen93
sipa.codpersvinculados151479
sipa.indexWOS
sipa.indexPubmed
sipa.indexSCOPUS
sipa.trazabilidadCarga WOS-SCOPUS;15-04-2024
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