The Relative Importance of Parental Numerical Opportunities, Prerequisite Knowledge and Parent Involvement as Predictors for Early Math Achievement in Young Children
Year: 2017
Type: article
Study design: Observational Study
Abstract: This study explored the relative importance of the parent-child interaction focusing on numerical cues as opportunity factor, the prerequisite knowledge as propensity factor and the general parent involvement as distal factor in the prediction of early math achievement in 31 children followed up from toddlerhood (24 months of age) till kindergarten (48 months of age). The opportunity-propensity model combines these three categories of factors to predict later achievement. The study confirmed the positive linear relationship between early math achievement and the environmental numeracy opportunities provided by parents in kindergarten above the parental general involvement.
Institutions: Ghent University, KU Leuven, Artevelde University College Ghent
Language: English
Subfield: Statistics and Probability
Field: Mathematics
Domain: Physical Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2785641447