How does the modern home environment impact children's mathematics knowledge? Evidence from Canadian elementary children's digital home numeracy practice (DHNP)

Background A strong knowledge of mathematics, beginning at the elementary level, is critical for participation in today's complex world. The home may be one way to facilitate individualized mathematics instruction, given that children spend more time at home than in an academic institution. The...

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Bibliographic Details
Published in:Journal of computer assisted learning 2023-08, Vol.39 (4), p.1211-1241
Main Authors: Alam, Sabrina Shajeen, Dubé, Adam Kenneth
Format: Article
Language:English
Subjects:
Anxiety
Children
Children & youth
DHNP model
digital home numeracy practice
Domains
Elementary School Students
Expectation
Family Environment
Family Influence
Foreign Countries
Grade 1
Knowledge
Knowledge Level
Learning
Mathematical analysis
Mathematical Aptitude
Mathematics Achievement
Mathematics Anxiety
Mathematics Education
mathematics knowledge
Mathematics Skills
Motivation
Numeracy
Parent Participation
Parents
Parents & parenting
Pattern recognition
Predictor Variables
Relationship
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Summary:Background A strong knowledge of mathematics, beginning at the elementary level, is critical for participation in today's complex world. The home may be one way to facilitate individualized mathematics instruction, given that children spend more time at home than in an academic institution. Therefore, researchers are interested to see whether the home numeracy environment (HNE) can provide a solid foundation for children's mathematics understanding. Further, children's digital mathematics exploration at home is increasingly common (e.g., using math apps). Objectives The present study evaluates the digital home numeracy practice (DHNP) model and explores its effect on children's mathematics knowledge across five domains (numeration, number operation, pattern recognition, spatial sense, and applied problem‐solving). Methods To conduct this study, 117 Canadian parents and their children from Grade 1 through 5 completed a DHNP survey and a range of in‐person mathematics measures. Results and Conclusions The results identified significant relations between parents and children's implicit mathematics factors (e.g., math anxiety, motivation). Children's mathematics anxiety and parents' academic estimations and expectations for their children positively predicted children's mathematics knowledge. In terms of DHNP components, parental involvement in DHNP predicted children's numeration and applied problem‐solving knowledge. Implications Taken together, the results detail the contribution of parental and child factors to children's mathematics knowledge and suggest that parents adjust their role in DHNP according to their children's mathematics ability. Lay Description What is (not) known about the subject matter? Research is less developed on the impact of home technology in the mathematics learning process Existing research did not use a multi‐measure approach to assess the relationships between a variety of home numeracy factors and fundamental mathematics concepts and processes What is the contribution of this paper? The paper highlights the importance of considering different home related factors to understand the role of home numeracy practices in children's mathematics development It provides a holistic view of digital home numeracy practice (DHNP) by examining several implicit and explicit components of home numeracy environment Children's mathematics anxiety predicts their mathematics knowledge Parental estimation and expectation about their children's math
ISSN:0266-4909
1365-2729
DOI:10.1111/jcal.12795