Acceso usuarios
Beyza Hamamcı
, Hasibe Özlen Demircan, Yusuke Moriguchi
Although cognitive and environmental factors are both vital in shaping young children’s math abilities, a comprehensive integration of these domains is necessary to understand fully how these interconnected influences related children’s math abilities. Especially the executive function (EF), home and school environment are the most primary factors for explain children’s math abilities. Pointing to these dimensions the current study examines the relationship between 239 preschoolers’ (M = 5.6, SD = 0.5; 127 girls) mathematics abilities and EF, mathematics activities at school and home, and both parents’ (N = 239) and teachers’ (N = 239) beliefs about mathematics. The data were collected with the Test of Early Mathematics Abilities-3rd Edition, EF-Touch, Early Mathematics Questionnaire, Mathematics Activities in the Classroom Scale, and Mathematical Development Belief Scale. Structural Equation Modeling is employed to analyze the data. The model demonstrated excellent fit, indicating robust relationships among the variables. EF was the strongest predictor of mathematical performances, highlighting the importance of cognitive abilities. Despite the lack of a direct correlation between environmental contexts (i.e., home and school) and children’s math scores, parental beliefs on early math and parent–child math activities have a positive correlation with children’s math outcomes. These findings suggest that the home math environment and EF play a crucial role in young children’s math abilities, additionally this integrated approach which is followed through including school environment, results better fit in explaining children’s math proficiency.
