Home math environment as a mediator of socioeconomic differences in early math skills: A study of Chinese families from disparate backgrounds.
Linxi Lu, Marina Vasilyeva, Elida V. Laski
Abstract
= 5.25 years, 52% female) from diverse SES backgrounds. Quantitative analyses indicated that low-SES parents experienced higher math anxiety (large effect) but also placed greater value on math (small effect). Although the frequency of formal math activities did not differ by SES, high-SES parents engaged more in informal math activities and provided math talk with higher quantity and diversity (small effects). Crucially, the study identified parents' math anxiety and the frequency of informal activities as mediators of SES-related differences in early math skills. Qualitative analyses further revealed that low-SES parents viewed math as essential for future success but defined it more narrowly, focusing mainly on formal practices of concrete skills. The implications for future research and practice are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).