Growing evidence suggests that parents’ practices contribute to their children's cognitive development and that such practices may reflect SES disparities. This study investigated longitudinal interrelations between home mathematics environment (HME), children's math achievement, and two facets of SES (mother's educational attainment and household income—subsidy status) during the first year in kindergarten (n = 500 children; M_{age at T1} = 57.3 months, SD = 3.8). Results revealed that these facets of SES operated through different mechanisms in kindergarten—the association between mothers’ education and math growth at the end of K1 is fully mediated by HME and children's baseline math knowledge. Furthermore, only home math activities that explicitly supported the understanding of addition and subtraction contributed to children's math growth independently of SES background. The pattern of longitudinal associations suggests that the provision of home math activities may reflect children's mathematical abilities rather than SES disparities.

中文翻译：

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社会经济地位、家庭数学环境与幼儿园数学成绩：中介分析

越来越多的证据表明，父母的做法有助于孩子的认知发展，而且这种做法可能反映了社会经济地位的差异。本研究调查了幼儿园第一年家庭数学环境 (HME)、儿童数学成绩和 SES 的两个方面（母亲的教育程度和家庭收入——补贴状况）之间的纵向相互关系（n = 500 名儿童；M_{年龄 T1}= 57.3 个月，标准差 = 3.8)。结果表明，SES 的这些方面在幼儿园通过不同的机制发挥作用——母亲的教育与 K1 结束时的数学成长之间的关联完全由 HME 和儿童的基线数学知识介导。此外，只有明确支持理解加法和减法的家庭数学活动才能独立于 SES 背景对儿童的数学成长做出贡献。纵向关联的模式表明，家庭数学活动的提供可能反映了儿童的数学能力，而不是 SES 差异。