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

Abstract

Objectives: The study aim to examine the relationship between parents’ math expectations and young children’s math achievements by focusing on the mediating effects of home math practices according to difficulty level and dependency on private math education. Thus, an objective of the current study was to investigate the proper educational environment for enhancing young children’s math achievements.Methods: A total of 297 children aged 4 and 5 years and their parents were included in the study. Parents were surveyed regarding the Home math environments and controlling variables. Home math practices were divided into basic and advanced math practices based on difficulty level. For the children, math achievements, such as numeracy and mathematical problem-solving skills, were assessed using the PENS-B and Woodcock-Johnson Ⅲ Applied Problems tests.Results: Parent’s high levels of math expectations predicted a greater frequency of basic and advanced math practices at home; however, they did not predict a dependency on private math education. Additionally, advanced math practices at home partially mediated the association between parents’ math expectations and young children’s math achievements. Furthermore, the levels of basic math practices and dependency on private math education at home did not predict young children’s numeracy and mathematical problem-solving skills.Conclusion: Findings of this study imply that to improve mathematical achievements in early childhood—including numeracy and mathematical problem-solving skills—, advanced practices with parents ar home is more beneficial than basic practices at home or private math education.