Mathematical thinking is in high demand in the global market, but approximately 6 percent of school-age children across the globe experience math difficulties (Shalev et al., 2000). The home math environment (HME), which includes all math-related activities, attitudes, beliefs, expectations, and utterances in the home, may be associated with children's math development. To examine the relation between the HME and children's math abilities, a preregistered meta-analysis was conducted to estimate the average weighted correlation coefficient (r) between the HME and children's math achievement and how potential moderators (i.e., assessment, study, and sample features) might contribute to study heterogeneity. A multilevel correlated effects model using 631 effect sizes from 64 quantitative studies comprising 68 independent samples found a positive, statistically significant average weighted correlation of r = .13 (SE = .02, p < .001). Our combined sensitivity analyses showed that the present findings were robust and that the sample of studies has evidential value. A number of assessment, study, and sample characteristics contributed to study heterogeneity, showing that no single feature of HME research was driving the large between-study differences found for the association between the HME and children's math achievement. These findings indicate that children's environments and interactions related to their learning are supported in the specific context of math learning. Our results also show that the HME represents a setting in which children learn about math through social interactions with their caregivers (Vygotsky, 1978) and what they learn depends on the influence of many levels of environmental input (Bronfenbrenner, 1979) and the specificity of input children receive (Bornstein, 2002). (PsycInfo Database Record (c) 2021 APA, all rights reserved).

中文翻译：

---

家庭数学环境和数学成就：荟萃分析。

全球市场对数学思维的需求量很大，但全球约有 6% 的学龄儿童遇到数学困难（Shalev 等人，2000 年）。家庭数学环境 (HME)，包括所有与数学相关的活动、态度、信念、期望和家庭中的话语，可能与儿童的数学发展有关。为了检验 HME 与儿童数学能力之间的关系，进行了一项预先注册的荟萃分析，以估计 HME 与儿童数学成绩之间的平均加权相关系数 (r) 以及潜在的调节因素（即评估、学习和样本特征) 可能有助于研究异质性。使用来自 64 个定量研究（包括 68 个独立样本）的 631 个效应大小的多级相关效应模型发现，r = .13（SE = .02，p < .001）的正的、统计学上显着的平均加权相关性。我们的综合敏感性分析表明，目前的研究结果是稳健的，并且研​​究样本具有证据价值。许多评估、研究和样本特征促成了研究的异质性，表明 HME 研究的任何单一特征都没有推动 HME 与儿童数学成绩之间关联的巨大研究间差异。这些发现表明，与学习相关的儿童环境和互动在数学学习的特定背景下得到支持。我们的研究结果还表明，HME 代表了一种环境，在这种环境中，儿童通过与照顾者的社交互动来学习数学（Vygotsky，1978），他们学习的内容取决于多层次环境输入的影响（Bronfenbrenner，1979）和数学的特殊性。儿童接受的输入（Bornstein，2002）。（PsycInfo 数据库记录 (c) 2021 APA，保留所有权利）。