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Garyfalia Charitaki. (2023) Parents’ attitudes toward mathematics and Home Numeracy Experiences Questionnaire: evidence for factor structure, reliability, construct validity and measurement invariance in a sample of preschoolers with mild intellectual disabilities. International Journal of Developmental Disabilities 0:0, pages 1-11.
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Luísa A Ribeiro, Enrica Donolato, Cecília Aguiar, Nadine Correia & Henrik D Zachrisson. (2023) Concurrent and Longitudinal Associations Between Parent Math Support in Early Childhood and Math Skills: A Meta-Analytic Study. Journal of Cognition and Development 0:0, pages 1-34.
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İrem Gürgah Oğul & Yaşare Aktaş Arnas. (2021) Role of home mathematics activities and mothers’ maths talk in predicting children’s maths talk and early maths skills. European Early Childhood Education Research Journal 29:4, pages 501-518.
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M. Francisca del Río, María Inés Susperreguy, Katherine Strasser, Dario Cvencek, Carolina Iturra, Ismael Gallardo & Andrew N. Meltzoff. (2021) Early Sources of Children’s Math Achievement in Chile: The Role of Parental Beliefs and Feelings about Math. Early Education and Development 32:5, pages 637-652.
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María I. Susperreguy, Christian Peake & David M. Gómez. (2020) Research on numerical cognition in Chile: current status, links to education and challenges (Investigación en cognición numérica en Chile: estado actual, vínculos con la educación y desafíos). Studies in Psychology 41:2, pages 404-438.
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Elena Soto-Calvo, Fiona R. Simmons, Anne-Marie Adams, Hannah N. Francis & David Giofre. (2020) Pre-Schoolers’ Home Numeracy and Home Literacy Experiences and Their Relationships with Early Number Skills: Evidence from a UK Study. Early Education and Development 31:1, pages 113-136.
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Diana Leyva. (2019) How Do Low-Income Chilean Parents Support Their Preschoolers’ Writing and Math Skills in a Grocery Game?. Early Education and Development 30:1, pages 114-130.
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Articles from other publishers (68)
Fiona R. Simmons, Elena Soto-Calvo, Anne-Marie Adams, Hannah N. Francis, Hannah Patel & Courtney Hartley. (2024) Longitudinal associations between parental mathematics anxiety and attitudes and young children’s mathematics attainment. Journal of Experimental Child Psychology 238, pages 105779.
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Ashli-Ann Douglas & Bethany Rittle-Johnson. (2024) Parental early math support: The role of parental knowledge about early math development. Early Childhood Research Quarterly 66, pages 124-134.
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Rebecca McGregor, Diana Leyva & Melissa E. Libertus. (2024) Identifying parental math talk styles and relations to child talk and skills. Cognitive Development 69, pages 101398.
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Alexa Ellis, Jimena Cosso, Robert J. Duncan, María Inés Susperreguy, Victoria Simms & David J. Purpura. (2023) International comparisons of the home mathematics environment and relations with children's mathematical achievement. British Journal of Educational Psychology 93:4, pages 1171-1187.
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Wei Wei, Hongling Liao, Chang Xu, Xiaohong Ye & Jo-Anne LeFevre. (2023) The home mathematics environment and its relation to children's mathematical skills for Chinese families. Learning and Individual Differences 108, pages 102381.
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Haesung Im & Sujeong Kang. (2023) The Relationship Between Parents’ Math Expectations and Children’s Math Achievements: Mediating Effects of Home Math Practices by Difficulty Level and Dependency on Private Math Education. Korean Journal of Child Studies 44:4, pages 457-470.
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Sarah H. Eason, Kathryn A. Leech, Kirsten L. Anderson & Sarah Pedonti. (2023) Family math engagement with preschoolers in rural contexts. Journal of Applied Developmental Psychology 89, pages 101600.
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Anton Gerbrand, Gustaf Gredebäck & Marcus Lindskog. (2023) Recognition of small numbers in subset knowers Cardinal knowledge in early childhood. Royal Society Open Science 10:10.
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Patrick Ehrman, Alexa Ellis & David J. Purpura. (2023) Goldilocks and the home mathematics environment: Parents' rate activities ‘too easy,’ ‘just right,’ or ‘too hard’ across early development. Infant and Child Development.
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Carolina Álvarez & Dénes Szücs. (2022) The relation of school achievement with self-esteem and bullying in Chilean children. Current Psychology 42:27, pages 23480-23494.
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Sum Kwing Cheung, Winnie Wai Lan Chan & Ricci Wai-tsz Fong. (2022) Parents’ perfectionistic tendencies and children’s early numeracy competence: the mediating roles of children’s executive functions and numeracy interest. European Journal of Psychology of Education 38:3, pages 1185-1200.
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Sabrina Shajeen Alam & Adam Kenneth Dubé. (2023) How does the modern home environment impact children's mathematics knowledge? Evidence from Canadian elementary children's digital home numeracy practice (DHNP). Journal of Computer Assisted Learning 39:4, pages 1211-1241.
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Cléa Girard, Léa Longo, Hanna Chesnokova, Justine Epinat-Duclos & Jérôme Prado. (2023) To what extent do home numeracy practices and parental number talk relate to children's math skills? A pre-registered study in 5-year-old children. Learning and Individual Differences 106, pages 102328.
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Jingu Kim, Yun-Jeong Shin & Daeun Park. (2023) Peer network in math anxiety: A longitudinal social network approach. Journal of Experimental Child Psychology 232, pages 105672.
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Alex M. Silver, Mackenzie Swirbul, Catherine S. Tamis‐LeMonda, Natasha Cabrera & Melissa E. Libertus. (2023) Investigating associations between parent engagement and toddlers' mathematics performance. British Journal of Developmental Psychology.
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Xinzhuo Zou, Xiao Zhang, Weiyi Xie & Nan Xiao. (2023) Cross-lagged associations between father-child numeracy activities and very young children's number competence. Journal of Applied Developmental Psychology 87, pages 101567.
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Xin Chen, Yinghe Chen, He Wang & Xiujie Yang. (2023) How do parental attitudes influence children's learning interests through parental practices? Evidence from literacy and numeracy perspectives. European Journal of Psychology of Education.
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Jimena Cosso, Jennifer K. Finders, Robert J. Duncan, Sara A. Schmitt & David J. Purpura. (2023) The home numeracy environment and children’s math skills: The moderating role of parents’ math anxiety. Journal of Experimental Child Psychology 227, pages 105578.
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Sum Kwing CHEUNG, Joyce Lok Yin KWAN, Zhi Yu LI, Yau Yu CHAN & Kam Tai KWAN. (2023) Parents’ epistemological beliefs to children's early numeracy abilities: Pathways through parents’ home practices and children's numeracy interest. Early Childhood Research Quarterly 65, pages 13-22.
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Bárbara Guzmán, Cristina Rodríguez & Roberto A. Ferreira. (2023) Effect of parents’ mathematics anxiety and home numeracy activities on young children’s math performance-anxiety relationship. Contemporary Educational Psychology 72, pages 102140.
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Sabrina Shajeen Alam & Adam K. Dubé. 2023. Mathematical Teaching and Learning. Mathematical Teaching and Learning
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Carlo Tomasetto, Jo-Anne LeFevre, Maria Chiara Passolunghi, Chiara De Vita, Veronica Guardabassi, Antonella Brunelli, Francesco Ciotti & Giancarlo Biasini. (2022) With a little help from our pediatrician: An intervention to promote mathematics-related home activities through regular well-child visits. Frontiers in Psychology 13.
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Sarah H. Eason, Nicole R. Scalise, Talia Berkowitz, Geetha B. Ramani & Susan C. Levine. (2022) Widening the lens of family math engagement: A conceptual framework and systematic review. Developmental Review 66, pages 101046.
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Elien Bellon, Elsje van Bergen & Ann Derore Dowker. (2022) Is Parental Mathematics Anxiety Associated with Young Children’s Arithmetical Performance?. Education Sciences 12:11, pages 812.
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Yangchun Cheng, Jin Huang & Banglin Yang. (2022) Parental mathematical expectations and children’s early mathematical attitudes: Moderated mediation effect of parental mathematical involvement and parent gender. Current Psychology.
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Yusi Hao, Xin Chen, Yue Qi, Tong Huang, Wei He & Xiujie Yang. (2022) How do Chinese parental attitudes influence children's numeracy interests? What matters is home numeracy activities, not extracurricular participation. Journal of Applied Developmental Psychology 83, pages 101475.
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Xinzhuo Zou, Xiao Zhang & Xiangzi Ouyang. (2022) The interplay between father–child and mother–child numeracy activities and preschool children’s mathematical skills. Contemporary Educational Psychology 71, pages 102123.
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Darinka Radovic. (2022) Traduciendo discursos sobre equidad de género en intervenciones escolares: conflictos entre la visibilidad/invisibilidad del género y la construcción de habilidades matemáticas. Revista Colombiana de Educación:86, pages 277-304.
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Sheri-Lynn Skwarchuk, Heather Douglas, Abbie Cahoon, Jo-Anne LeFevre, Chang Xu, Emilie Roy, Victoria Simms, Judith Wylie, Erin A. Maloney, Helena P. Osana & María Inés Susperreguy. (2022) Relations between the Home Learning Environment and the Literacy and Mathematics Skills of Eight-Year-Old Canadian Children. Education Sciences 12:8, pages 513.
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İrem GÜRGAH OĞUL & Yaşare AKTAŞ ARNAS. (2022) Understanding Home Math Environments and Math Talks of Children with Low and Middle Socioeconomic Status. Participatory Educational Research 9:4, pages 53-70.
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Jimena Cosso, David J. Purpura, Yukiko Maeda & Laura Bofferding. (2022) The home mathematics environment of dual-language learning children and their early mathematics skills. Journal of Applied Developmental Psychology 81, pages 101434.
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Diana Leyva, Gloria Yeomans-Maldonado, Christina Weiland & Anna Shapiro. (2022) Latino kindergarteners' math growth, approaches to learning, and home numeracy practices. Journal of Applied Developmental Psychology 80, pages 101417.
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Anna Mues, Astrid Wirth, Efsun Birtwistle & Frank Niklas. (2022) Associations Between Children’s Numeracy Competencies, Mothers’ and Fathers’ Mathematical Beliefs, and Numeracy Activities at Home. Frontiers in Psychology 13.
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Jiwei SI, Kaiyue GUO, Xiaomeng ZHAO, Mingliang ZHANG, Hongxia LI, Bijuan HUANG & Yanli XU. (2022) Transition of latent classes of children’s mathematics anxiety in primary school and the distinctive effects of parental educational involvement: A three-wave longitudinal study. Acta Psychologica Sinica 54:4, pages 355-370.
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Sum Kwing Cheung, Wing Yee Cheng, Rebecca Y.M. Cheung, Eva Yi Hung Lau & Kevin Kien Hoa Chung. (2022) Home learning activities and parental autonomy support as predictors of pre-academic skills: The mediating role of young children's school liking. Learning and Individual Differences 94, pages 102127.
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Margaret Becker, Ellen C. Litkowski, Robert J. Duncan, Sara A. Schmitt, James Elicker & David J. Purpura. (2022) Parents’ math anxiety and mathematics performance of pre-kindergarten children. Journal of Experimental Child Psychology 214, pages 105302.
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María Inés Susperreguy, Carolina Jiménez Lira & Jo-Anne LeFevre. (2022) Cross-Cultural Comparisons of Home Numeracy and Literacy Environments: Canada, Mexico, and Chile. Education Sciences 12:2, pages 62.
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María Inés Susperreguy, Sabrina Di Lonardo Burr, Heather Douglas, Chang Xu, Jo-Anne LeFevre, M. Francisca del Río & Viviana Salinas. (2022) Home mathematics environment and math performance of Chilean students in kindergarten and Grades 1 to 3. Early Childhood Research Quarterly 59, pages 84-95.
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Paul Andrews, Jöran Petersson & Judy Sayers. (2021) A methodological critique of research on parent-initiated mathematics activities and young children’s attainment. Educational Studies in Mathematics 109:1, pages 23-40.
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Anna Mues, Efsun Birtwistle, Astrid Wirth & Frank Niklas. (2021) Parental (STEM) Occupations, the Home Numeracy Environment, and Kindergarten Children’s Numerical Competencies. Education Sciences 11:12, pages 819.
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Stefanie Vanbecelaere, Kanako Matsuyama, Bert Reynvoet & Fien Depaepe. (2021) The Role of the Home Learning Environment on Early Cognitive and Non-Cognitive Outcomes in Math and Reading. Frontiers in Education 6.
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Maha Mohamed Abdulla Balala, Shaljan Areepattamannil & Dean Cairns. (2021) Investigating the associations of early numeracy activities and skills with mathematics dispositions, engagement, and achievement among fourth graders in the United Arab Emirates. Large-scale Assessments in Education 9:1.
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Susan C. Levine & Nancy Pantoja. (2021) Development of children’s math attitudes: Gender differences, key socializers, and intervention approaches. Developmental Review 62, pages 100997.
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David Muñez, Rebecca Bull & Kerry Lee. (2021) Socioeconomic status, home mathematics environment and math achievement in kindergarten: A mediation analysis. Developmental Science 24:6.
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Jisu Han & Stacey Neuharth-Pritchett. (2021) Predicting Students’ Mathematics Achievement Through Elementary and Middle School: The Contribution of State-Funded Prekindergarten Program Participation. Child & Youth Care Forum 50:4, pages 587-610.
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Caroline Byrd Hornburg, Giulia A. Borriello, Melody Kung, Joyce Lin, Ellen Litkowski, Jimena Cosso, Alexa Ellis, Yemimah A. King, Erica Zippert, Natasha J. Cabrera, Pamela Davis-Kean, Sarah H. Eason, Sara A. Hart, Iheoma U. Iruka, Jo-Anne LeFevre, Victoria Simms, María Inés Susperreguy, Abbie Cahoon, Winnie Wai Lan Chan, Sum Kwing Cheung, Marie Coppola, Bert De Smedt, Leanne Elliott, Nancy Estévez-Pérez, Thomas Gallagher-Mitchell, Nicole Gardner-Neblett, Camilla Gilmore, Diana Leyva, Erin A. Maloney, George Manolitsis, Gigliana Melzi, Belde Mutaf-Yıldız, Gena Nelson, Frank Niklas, Yuejuan Pan, Geetha B. Ramani, Sheri-Lynn Skwarchuk, Susan Sonnenschein & David J. Purpura. (2021) Next directions in measurement of the home mathematics environment: An international and interdisciplinary perspective. Journal of Numerical Cognition 7:2, pages 195-220.
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Erica Ranzato, Andrew Tolmie & Jo Van Herwegen. (2021) The Home Learning Environment of Primary School Children with Down Syndrome and Those with Williams Syndrome. Brain Sciences 11:6, pages 733.
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Min Ma, Danfeng Li & Li Zhang. (2021) Longitudinal prediction of children's math anxiety from parent-child relationships. Learning and Individual Differences 88, pages 102016.
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María Inés Susperreguy, Carolina Jiménez Lira, Chang Xu, Jo-Anne LeFevre, Humberto Blanco Vega, Elia Verónica Benavides Pando & Martha Ornelas Contreras. (2021) Home Learning Environments of Children in Mexico in Relation to Socioeconomic Status. Frontiers in Psychology 12.
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Macarena Santana, Miguel Nussbaum, Susana Claro, Sebastián Piza, Patricia Imbarack & Susanna Loeb. (2021) Let’s Spend Time Together: Text Messaging Parents to Help Math-Anxious Students. Journal for Research in Mathematics Education 52:2, pages 189-212.
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Joyce Lin, Amy R. Napoli, Sara A. Schmitt & David J. Purpura. (2021) The relation between parent ratings and direct assessments of preschoolers’ numeracy skills. Learning and Instruction 71, pages 101375.
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Sum Kwing Cheung & Joyce Lok Yin Kwan. (2021) Parents’ perceived goals for early mathematics learning and their relations with children's motivation to learn mathematics. Early Childhood Research Quarterly 56, pages 90-102.
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Laure De Keyser, Merel Bakker, Sanne Rathé, Nore Wijns, Joke Torbeyns, Lieven Verschaffel & Bert De Smedt. (2020) No Association Between the Home Math Environment and Numerical and Patterning Skills in a Large and Diverse Sample of 5- to 6-year-olds. Frontiers in Psychology 11.
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Giulia A. Borriello, Amanda M. Ramos, Misaki N. Natsuaki, David Reiss, Daniel S. Shaw, Leslie D. Leve & Jenae M. Neiderhiser. (2020) The intergenerational transmission of mathematics achievement in middle childhood: A prospective adoption design. Developmental Science 23:6.
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Belde Mutaf-Yıldız, Delphine Sasanguie, Bert De Smedt & Bert Reynvoet. (2020) Probing the Relationship Between Home Numeracy and Children's Mathematical Skills: A Systematic Review. Frontiers in Psychology 11.
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David Tzuriel & Riva Mandel. (2020) Parent–Child Math Discourse and Children's Math Thinking in Early Childhood. Journal of Cognitive Education and Psychology 19:1, pages 3-19.
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Sum Kwing Cheung, Katrina May Dulay & Catherine McBride. (2020) Parents’ characteristics, the home environment, and children’s numeracy skills: How are they related in low- to middle-income families in the Philippines?. Journal of Experimental Child Psychology 192, pages 104780.
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Elena Soto-Calvo, Fiona R. Simmons, Anne-Marie Adams, Hannah N. Francis, Hannah Patel & David Giofrè. (2020) Identifying the preschool home learning experiences that predict early number skills: Evidence from a longitudinal study. Early Childhood Research Quarterly 53, pages 314-328.
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