Home Numeracy Practices and Preschoolers’ Mathematical Development

Abstract

This study examined the relationship between home numeracy experiences and the mathematical development of preschoolers. Guided by a descriptive-correlational research design, the study focused on understanding how various home-based numeracy exposures relate to children’s numeracy skills in early childhood. The research was anchored on the Input–Process–Output model, assessing children’s engagement in home numeracy practices such as counting, reading number books, playing math-related games, and applying math in real-life situations. Findings revealed that children generally exhibited advanced levels of numeracy, particularly in identifying attributes and thinking skills. However, their exposure to number books, games, and practical math applications at home was rated low to very low. Despite these patterns, statistical analysis showed a negligible and non-significant relationship between home numeracy experiences and preschoolers’ numeracy skills. This suggests that other influences, such as classroom instruction or structured Montessori activities, may play a more dominant role in shaping early math development. The study emphasizes the importance of promoting balanced and meaningful home numeracy practices to support young learners’ mathematical growth and recommends increased parental involvement to reinforce the learning that takes place in school.