Numeracy activities at home and mathematical performance in preschoolers.
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Abstract
Several studies have shown that the quality of the home environment has effects on children’s performance. It has been reported that children who are more involved in numeracy activities tend to perform better in mathematics. Thirty-seven mother-child dyads who attended a preschool educational center participated in this study. Data of the frequency of carrying out numerical activities at home were collected as well as socioeconomic status of the family, and parents' expectations and attitudes towards mathematics. Children's mathematical abilities and non-symbolic estimation ability were evaluated. The results show a significant positive correlation between the frequency of carrying out numeracy activities at home and the children's mathematical performance. Possible influences of socioeconomic status and children's ability to estimate are discussed.
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