Unlocking Early Mathematics Potential at Home: A Meta-Analysis of the Effects of Home Mathematical Activity Interventions on Preschool Children’s Mathematical Learning
Jiajia Li, Jin Sun, Dandan An, Ziying Zhang, Jianbin Li
Source record
Source: Crossref
Published: Oct 12, 2026
DOI: 10.3102/00346543261488048
Open original source ↗Source abstract
Home mathematical activities (HMAs) are increasingly promoted as a promising approach to support early mathematical development, yet empirical findings on their effectiveness remain mixed. This meta-analysis synthesized 110 effect sizes from 26 studies across 28 independent samples ( N = 3,405; M age = 4.3 years; range = 3.04–5.60 years) to evaluate the impact of HMA interventions on preschool children’s mathematical learning, including both skills and dispositions. Overall, HMA interventions produced a small but statistically significant effect ( g = 0.188, p = .022, 95% CI = [0.027, 0.350]). Moderator analyses identified parent training mode as a significant factor, with coaching-based interventions yielding stronger effects than workshops or self-guided formats. These findings underscore the value of supporting home-based mathematical experience and highlight the essential role of quality caregiver support. Implications for designing interventions that are both scalable and effective in fostering children’s mathematical skills and positive dispositions are discussed.
Evidence graph
No public relationships recorded yet.
Integrity note: This page is a factual metadata record created by deterministic ingestion. It is not a claim that the work moves a mathematical frontier or has been independently verified.