Abstract
Children’s numeracy knowledge and performance varies across countries, regions, and languages. These cross-cultural differences occur even prior to formal schooling. Much existing cross-cultural numeracy research was focused on the role of language in accounting for these differences in children’s early numeracy development and performance. However, when cross-cultural research studies have assessed both language-related effects and differences in children’s numeracy-related experiences at home, both factors have been linked to performance differences. Longitudinal studies show that the frequency of parents’ numeracy-related activities at home is correlated with children’s numeracy knowledge in kindergarten and primary school. Thus, home experiences may be an important factor in cross-cultural differences in young children’s numerical development. In this chapter, we summarize cross-cultural differences in young children’s early educational experiences and the parental practices that have been linked to superior performance. On the basis of that research, we suggest ways that parents and educators can facilitate the numeracy development of all young children. We also identify gaps in cross-cultural home numeracy research and briefly discuss ways to overcome some of the methodological challenges of such work.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Alsawaie, O. N. (2004). Language influence on children’s cognitive representation of number. School Science and Mathematics, 104, 105–111.
Anders, Y., Rossbach, H. G., Weinert, S., Ebert, S., Kuger, S., Lehrl, S., & von Maurice, J. (2012). Home and preschool learning environments and their relations to the development of early numeracy skills. Early Childhood Research Quarterly, 27(2), 231–244.
Aro, M. (2004). Learning to read: The effect of orthography. Jyväskylän: Yliopisto.
Aunio, P., Aubrey, C., Godfrey, R., Pan, Y., & Liu, Y. (2008). Children’s early numeracy in England, Finland and People’s Republic of China. International Journal of Early Years Education, 16(3), 203–221.
Aunio, P., Korhonen, J., Bashash, L., & Khoshbakht, F. (2014). Children’s early numeracy in Finland and Iran. International Journal of Early Years Education, 22(4), 423–440.
Aunola, K., Leskinen, E., Lerkkanen, M. K., & Nurmi, J. E. (2004). Developmental dynamics of math performance from preschool to grade 2. Journal of Educational Psychology, 96(4), 699–713.
Berkowitz, T., Schaeffer, M. W., Maloney, E. A., Peterson, L., Gregor, C., Levine, S. C., & Beilock, S. L. (2015). Math at home adds up to achievement in school. Science, 350(6257), 196–198.
Bjorklund, D., Hubertz, M., & Reubens, A. (2004). Young children’s arithmetic strategies in social context: How parents contribute to children’s strategy development while playing games. International Journal of Behavioral Development, 28(4), 347–357.
Blevins-Knabe, B., & Musun-Miller, L. (1996). Number use at home by children and their parents and its relationship to early mathematical performance. Early Development and Parenting, 5(1), 35–45.
Cankaya, Z. O. (2013). The role of number naming systems and numeracy experiences in the development of early numeracy knowledge (Unpublished Ph.D. Thesis). Carleton University, Ottawa, Canada.
Cankaya, O., LeFevre, J. A., & Dunbar, K. (2014). The role of number naming systems and numeracy experiences in children’s rote counting: Evidence from Turkish and Canadian children. Learning and Individual Differences, 32, 238–245.
Carey, S. (2004). Bootstrapping and the origin of concepts. Daedalus, 133(1), 59–68.
Chang, A., Sandhofer, C. M., Adelchanow, L., & Rottman, B. (2010). Parental numeric language input to Mandarin Chinese and English speaking preschool children. Journal of Child Language, 38(02), 341–355.
Chao, R., & Tseng, V. (2002). Parenting of Asians. In M. H. Bornstein (Ed.), Handbook of parenting: Social conditions and applied parenting (2nd ed., pp. 59–93). Mahwah, NJ: Lawrence Erlbaum Associates.
Chen, C., & Uttal, D. H. (1988). Cultural values, parents’ beliefs, and children’s achievement in the United States and China. Human Development, 31, 351–358.
Dowker, A., Bala, S., & Lloyd, D. (2008). Linguistics influence of mathematical development: How important is the transparency of the counting system? Philosophical Psychology, 21, 523–538.
Dowsett, C. J., Huston, A. C., Imes, A. E., & Genettian, L. (2008). Structural and process features in three types of child care for children from high and low income families. Early Childhood Research Quarterly, 23, 69–93.
Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., … Japeli, C. (2007). School readiness and later achievement. Developmental Psychology, 43, 1428–1446.
Ee, J., Wong, K. Y., & Aunio, P. (2006). Numeracy of young children in Singapore, Beijing & Helsinki. Early Childhood Education Journal, 33(5), 325–332.
Fuson, K. C., & Kwon, Y. (1992). Learning addition and subtraction: Effects of number words and other cultural tools. In J. Bideaud, C. Meljac, & J. P. Fischer (Eds.), Pathways to number (pp. 283–302). Hillsdale, NJ: Erlbaum.
Geary, D. C. (1995). Reflections of evolution and culture in children’s cognition: Implications for mathematical development and instruction. American Psychologist, 50(1), 24.
Geary, D. C. (1996). International differences in mathematical achievement: Their nature, causes, and consequences. Current Directions in Psychological Science, 5, 133–137.
Geary, D. C., Bow-Thomas, C. C., Liu, F., & Siegler, R. S. (1996). Development of arithmetical competencies in Chinese and American children: Influence of age, language, and schooling. Child Development, 67, 2022–2044.
Gunderson, E. A., & Levine, S. C. (2011). Some types of parent number talk count more than others: Relations between parents’ input and children’s cardinal number knowledge. Developmental Science, 14(5), 1021–1032.
Huntsinger, C. S., & Jose, P. E. (2009). Parental involvement in children’s schooling: Different meanings in different cultures. Early Childhood Research Quarterly, 24(4), 398–410.
Huntsinger, C. S., Jose, P. E., Larson, S. L., Balsink-Krieg, D., & Shali-gram, C. (2000). Mathematics, vocabulary, and reading development in Chinese American and European American children over the primary school years. Journal of Educational Psychology, 92, 745–760.
Huntsinger, C. S., Jose, P. E., Liaw, F. R., & Ching, W. D. (1997). Cultural differences in early mathematics learning: A comparison of Euro-American, Chinese-American, and Taiwan Chinese families. International Journal of Behavioral Development, 21, 371–388.
Huntsinger, C. S., Jose, P. E., & Larson, S. L. (1998). Do parent practices to encourage academic competence influence the social adjustment of young European American and Chinese American children? Developmental Psychology, 34(4), 747.
Jose, P. E., Huntsinger, C. S., Huntsinger, P. R., & Liaw, F. R. (2000). Parental values and practices relevant to young children’s social development in Taiwan and the United States. Journal of Cross-Cultural Psychology, 31(6), 677–702.
Kleemans, T., Peeters, M., Segers, E., & Verhoeven, L. (2012). Child and home predictors of early numeracy skills in kindergarten. Early Childhood Research Quarterly, 27(3), 471–477.
Krajewski, K., & Schneider, W. (2009). Early development of quantity to number-word linkage as a precursor of mathematical school achievement and mathematical difficulties: Findings from a four-year longitudinal study. Learning and Instruction, 19(6), 513–526.
Laski, E. V., Ermakova, A., & Vasilyeva, M. (2014). Early use of decomposition for addition and its relation to base-10 knowledge. Journal of Applied Developmental Psychology, 35(5), 444–454.
LeFevre, J., Clarke, T., & Stringer, A. (2002). Influences of language and parental involvement on the development of counting skills: Comparisons of French- and English-speaking children. Early Child Development and Care, 172(3), 283–300.
LeFevre, J. A., Fast, L., Skwarchuk, S. L., Smith-Chant, B. L., Bisanz, J., Kamawar, D., & Penner-Wilger, M. (2010). Pathways to mathematics: Longitudinal predictors of performance. Child development, 81(6), 1753–1767.
LeFevre, J., Polyzoi, E., Skwarchuk, S. L., Fast, L., & Sowinski, C. (2010). Do home numeracy and literacy practices of Greek and Canadian parents predict the numeracy skills of Kindergarten children? International Journal of Early Years Education, 18(1), 55–70.
LeFevre, J., Skwarchuk, S. L., Smith-Chant, B. L., Fast, L., Kamawar, D., & Bisanz, J. (2009). Home numeracy experiences and children’s math performance in the early school years. Canadian Journal of Behavioural Science, 41, 55–66.
LeFevre, J. A., Smith-Chant, B. L., Fast, L., Skwarchuk, S. L., Sargla, E., Arnup, J. S., … Kamawar, D. (2006). What counts as knowing? The development of conceptual and procedural knowledge of counting from kindergarten through Grade 2. Journal of Experimental Child Psychology, 93(4), 285–303.
Lukie, I. K., Skwarchuk, S. L., LeFevre, J. A., & Sowinski, C. (2014). The role of child interests and collaborative parent–child interactions in fostering numeracy and literacy development in Canadian homes. Early Childhood Education Journal, 42(4), 251–259.
Luo, R., Tamis-LeMonda, C. S., & Song, L. (2013). Chinese parents’ goals and practices in early childhood. Early Childhood Research Quarterly, 28(4), 843–857.
Manolitsis, G., Georgiou, G. K., & Tziraki, N. (2013). Examining the effects of home literacy and numeracy environment on early reading and math acquisition. Early Childhood Research Quarterly, 28(4), 692–703.
Mark, W., & Dowker, A. (2015). Linguistic influence on mathematical development is specific rather than pervasive: Revisiting the Chinese number advantage in Chinese and English children. Frontiers in Psychology, 6, 203.
McMullen, M. B., Elicker, J., Wang, J., Erdiller, Z., Lee, S. M., Lin, C. H., Sun, P. Y. (2005). Comparing beliefs about appropriate practice among early childhood education professionals from the U.S., China, Taiwan, Korea, and Turkey. Early Childhood Research Quarterly, 20(4), 451–464.
Melhuish, E. C., Phan, M. B., Sylva, K., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2008). Effects of the home learning environment and preschool center experience upon literacy and numeracy development in early primary school. Journal of Social Issues, 64(1), 95–114.
Menninger, K. (1969 [2014]). Number words and number symbols: A cultural history of numbers. New York, NY: Dover Publications.
Miller, K., Smith, C., Zhu, J., & Zhang, H. (1995). Preschool origins of cross-national differences in mathematical competence: The role of number-naming system. Psychological Science, 6, 56–60.
Miller, K. F., & Stigler, J. W. (1987). Counting in Chinese: Cultural variation in a basic cognitive skill. Cognitive Development, 2(3), 279–305.
Miura, I. T., Okamoto, Y., Chungsoon, C. K., Steere, M., & Fayol, M. (1993). First graders’ cognitive representation of number and understanding place value: Cross-national comparisons – France, Japan, Korea, Sweden, and the United States. Journal of Educational Psychology, 85, 24–30.
Mullis, I. V., Martin, M. O., Foy, P., & Arora, A. (2012). TIMSS 2011 international results in mathematics. Amsterdam: International Association for the Evaluation of Educational Achievement.
Musun-Miller, L., & Blevins-Knabe, B. (1998). Adult’s belief about children and mathematics: How important is it and how do children learn about it? Early Development and Parenting, 7, 191–202.
Ng, S. S. N., & Rao, N. (2010). Chinese number words, culture, and mathematics learning. Review of Educational Research, 80, 180–206.
Ni, Y. J., Chiu, M. M., & Cheng, Z. J. (2009). Chinese-speaking learning mathematics: From home to school. In M. H. Bond (Ed.), The Oxford handbook of Chinese psychology (pp. 143–154). Oxford: Oxford University Press.
Niklas, F., & Schneider, W. (2014). Casting the die before the die is cast: The importance of the home numeracy environment for preschool children. European Journal of Psychology of Education, 29(3), 327–345.
Ojala, M. (2000). Parent and teacher expectations for developing young children: A cross-cultural comparison between Ireland and Finland. European Early Childhood Education Research Journal, 8(2), 39–61.
Paik, J. H., & Mix, K. S. (2003). U.S. and Korean children’s comprehension of fraction names: A reexamination of cross-national differences. Child Development, 74(1), 144–154.
Paik, J. H., van Gelderen, L., Gonzales, M., de Jong, P. F., & Hayes, M. (2011). Cultural differences in early math skills among US, Taiwanese, Dutch, and Peruvian preschoolers. International Journal of Early Years Education, 19(2), 133–143.
Pan, Y., Gauvain, M., Liu, Z., & Cheng, L. (2006). American and Chinese parental involvement in young children’s mathematics learning. Cognitive Development, 21, 17–35.
Powell, S. R., & Nurnberger-Haag, J. (2015). Everybody counts, but usually just to 10! A systematic analysis of number representations in children’s books. Early Education and Development, 26(3), 377–398.
Ramani, G. B., Rowe, M. L., Eason, S. H., & Leech, K. A. (2015). Math talk during informal learning activities in Head Start families. Cognitive Development, 35, 15–33.
Ramani, G. B., & Siegler, R. S. (2008). Promoting broad and stable improvements in low-income children’s numerical knowledge through playing number board games. Child Development, 79, 375–394.
Ramani, G. B., Siegler, R. S., & Hitti, A. (2012). Taking it to the classroom: Number board games as a small group learning activity. Journal of Educational Psychology, 104(3), 661–672. doi:10.1037/a0028995.
Rasmussen, C., Ho, E., Nicoladis, E., Leung, J., & Bisanz, J. (2006). Is the Chinese number-naming system transparent? Evidence from Chinese-English bilingual children. Canadian Journal of Experimental Psychology, 60, 60–67.
Sarnecka, B. W., & Carey, S. (2008). How counting represents number: What children must learn and when they learn it. Cognition, 108(3), 662–674.
Saxe, G. B. (1991). Culture and cognitive development: Studies in mathematical understanding. Hillsdale, NJ: Lawrence Erlbaum Associates.
Sénéchal, M., & LeFevre, J. (2002). Parental involvement in the development of children’s reading skill: A 5 year longitudinal study. Child Development, 73, 445–460.
Siegler, R. S., & Ramani, G. B. (2009). Playing linear number board games -- But not circular ones -- Improves low-income preschoolers’ numerical understanding. Journal of Educational Psychology, 101, 545–560.
Sirin, S. R. (2005). Socio-economic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75, 417–453. doi:10.3102/00346543075003417.
Skwarchuk, S. (2009). How do parents support preschoolers’ numeracy learning experiences at home? Early Childhood Education Journal, 37(3), 189–197.
Skwarchuk, S. L., Sowinski, C., & LeFevre, J. A. (2014). Formal and informal home learning activities in relation to children’s early numeracy and literacy skills: The development of a home numeracy model. Journal of Experimental Child Psychology, 121, 63–84.
Sonnenschein, S., Galindo, C., Metzger, S. R., Thompson, J. A., Huang, H. C., & Lewis, H. (2012). Parents’ beliefs about children’s math development and children’s participation in math activities. Child Development Research, 2012, 1–13.
Stevenson, H. W., & Stigler, J. W. (1992). The learning gap: Why our schools are failing and what we can learn from Japanese and Chinese education. New York, NY: Summit Books.
Stigler, J. W., Lee, S. Y., Lucker, G. W., & Stevenson, H. W. (1982). Curriculum and achievement in mathematics: A study of elementary school children in Japan, Taiwan, and the United States. Journal of Educational Psychology, 74, 315–322.
Towse, J. N., & Saxton, M. (1997). Linguistic influences on children’s number concepts: Methodological and theoretical considerations. Journal of Experimental Child Psychology, 66, 362–375.
Triandis, H. C. (1995). Individualism and collectivism. Boulder, CO: Westview Press.
Vandermaas-Peeler, M., Boomgarden, E., Finn, L., & Pittard, C. (2012). Parental support of numeracy during a cooking activity with four-year-olds. International Journal of Early Years Education, 20(1), 78–93.
Vandermaas-Peeler, M., Ferretti, L., & Loving, S. (2012). Playing The Ladybug Game: Parent guidance of young children’s numeracy activities. Early Child Development and Care, 182(10), 1289–1307.
Vandermaas-Peeler, M., Nelson, J., Bumpass, C., & Sassine, B. (2009). Numeracy-related exchanges in joint storybook reading and play. International Journal of Early Years Education, 17(1), 67–84.
Vandermaas-Peeler, M., Nelson, J., & Bumpass, C. (2007). “Quarters Are What You Put into the Bubble Gum Machine”: Numeracy Interactions during Parent-Child Play. Early Childhood Research and Practice, 9(1).
Whyte, J. C., & Bull, R. (2008). Number games, magnitude representation, and basic number skills in preschoolers. Developmental Psychology, 44(2), 588–596.
Young-Loveridge, J. M. (2004). Effects on early numeracy of a program using number books and games. Early Childhood Research Quarterly, 19(1), 82–98.
Zhou, X., Huang, J., Wang, Z., Wang, B., Zhao, Z., Yang, L., & Yang, Z. (2006). Parent–child interaction and children’s number learning. Early Child Development and Care, 176(7), 763–775.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Cankaya, O., LeFevre, JA. (2016). The Home Numeracy Environment: What Do Cross-Cultural Comparisons Tell Us About How to Scaffold Young Children’s Mathematical Skills?. In: Blevins-Knabe, B., Austin, A. (eds) Early Childhood Mathematics Skill Development in the Home Environment. Springer, Cham. https://doi.org/10.1007/978-3-319-43974-7_6
Download citation
DOI: https://doi.org/10.1007/978-3-319-43974-7_6
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-43972-3
Online ISBN: 978-3-319-43974-7
eBook Packages: Behavioral Science and PsychologyBehavioral Science and Psychology (R0)