A growing body of research has examined parents’ practices to support their young children's number learning at home, that is, the home numeracy environment. Many of these studies focus on formal and informal domains of numeracy activities, which are inconsistently defined and related to children's math learning. In this study, we explore dimensions of the home numeracy environment and examine their relations with children's math skills among a sample of 4-year-old children and their parents over the course of 1 year. Parents reported on the frequency of 21 numeracy activities when children were 4 and 5. Exploratory and confirmatory factor analyses revealed a 2-factors solution: number-related play activities and use of educational materials with numbers. Frequency of play with numbers was positively related to children's ability to solve applied math problems at age 5, controlling for prior number skills, child age, and socioeconomic status. In contrast, neither measure of the home numeracy environment predicted symbolic number knowledge or non-symbolic number sense when controlling for covariates. These findings underscore the need to differentiate between factors of the home numeracy environment and to develop clear theoretical definitions of these factors.

越来越多的研究调查了父母支持幼儿在家（即家庭算术环境）学习数字的做法。其中许多研究侧重于数学活动的正式和非正式领域，这些领域的定义不一致并且与儿童的数学学习相关。在这项研究中，我们以 4 岁儿童及其父母为样本，在一年的时间里探讨了家庭算术环境的各个维度，并检查了这些环境与儿童数学技能的关系。家长报告了孩子 4 岁和 5 岁时进行 21 项算数活动的频率。探索性和验证性因素分析揭示了一个双因素解决方案：与数字相关的游戏活动和使用数字教育材料。在控制先前的数字技能、儿童年龄和社会经济地位的情况下，玩数字的频率与儿童 5 岁时解决应用数学问题的能力呈正相关。相比之下，在控制协变量时，家庭算术环境的测量都无法预测符号数字知识或非符号数字意义。这些发现强调需要区分家庭计算环境的因素，并为这些因素制定清晰的理论定义。