Restricted accessArticle commentaryFirst published online 2025-4
The Importance of Early Mathematical Foundations,Sensemaking,and the Home Environment for Children’s Development of Arithmetic Fluency: Commentary on McNeil et al. (2025)
CossoJ.FindersJ. K.DuncanR. J.SchmittS. A.PurpuraD. J. (2023). The home numeracy environment and children’s math skills: The moderating role of parents’ math anxiety. Journal of Experimental Child Psychology, 227, Article 105578. https://doi.org/10.1016/j.jecp.2022.105578
2.
DaucourtM. C.NapoliA. R.QuinnJ. M.WoodS. G.HartS. A. (2021). The home math environment and math achievement: A meta-analysis. Psychological Bulletin, 147(6), 565–596.
3.
DowkerA. (2021). Home numeracy and preschool children’s mathematical development: Expanding home numeracy models to include parental attitudes and emotions. Frontiers in Education, 6, Article 575664. https://doi.org/10.3389/feduc.2021.575664
4.
FosterM. E. (2024). Evaluating the impact of supplemental computer-assisted math instruction in elementary school: A conceptual replication. Journal of Research on Educational Effectiveness, 17(1), 94–118.
5.
JiangQ.ShiL.ZhengD.MaoW. (2023). Parental homework involvement and students’ mathematics achievement: A meta-analysis. Frontiers in Psychology, 14, Article 1218534. https://doi.org/10.3389/fpsyg.2023.1218534
6.
LeFevreJ. A.SkwarchukS. L.Smith-ChantB. L.FastL.KamawarD.BisanzJ. (2009). Home numeracy experiences and children’s math performance in the early school years. Canadian Journal of Behavioural Science, 41(2), 55–66.
7.
LiQ.MaX. (2010). A meta-analysis of the effects of computer technology on school students’ mathematics learning. Educational Psychology Review, 22, 215–243.
8.
LuttenbergerS.WimmerS.PaechterM. (2018). Spotlight on math anxiety. Psychology Research and Behavior Management, 11, 311–322.
9.
MaloneyE. A.RamirezG.GundersonE. A.LevineS. C.BeilockS. L. (2015). Intergenerational effects of parents’ math anxiety on children’s math achievement and anxiety. Psychological Science, 26(9), 1480–1488.
10.
MarshH. W.ScalasL. F. (2011). Self-concept in learning: Reciprocal effects model between academic self-concept and academic achievement. In JärveläS. (Ed.), Social and emotional aspects of learning (pp. 191–198). Academic Press.
11.
McCrinkK.WynnK. (2009). Operational momentum in large-number addition and subtraction by 9-month-olds. Journal of Experimental Child Psychology, 103(4), 400–408.
12.
McNeilN. M.JordanN. C.ViegutA. A.AnsariD. (2025). What the science of learning teaches us about arithmetic fluency. Psychological Science in the Public Interest, 26(1), 10–57. https://doi.org/10.1177/15291006241287726
13.
OhD. D.BargerM. M.PomerantzE. M. (2022). Parents’ math anxiety and their controlling and autonomy-supportive involvement in children’s math learning: Implications for children’s math achievement. Developmental Psychology, 58(11), 2158–2170.
14.
RenningerK. A.HidiS. E. (2020). To level the playing field, develop interest. Policy Insights From the Behavioral and Brain Sciences, 7(1), 10–18.
15.
RenningerK. A.HidiS. E. (2022). Interest development, self-related information processing, and practice. Theory Into Practice, 61(1), 23–34.
16.
SchaefferM. W.RozekC. S.BerkowitzT.LevineS. C.BeilockS. L. (2018). Disassociating the relation between parents’ math anxiety and children’s math achievement: Long-term effects of a math app intervention. Journal of Experimental Psychology: General, 147(12), 1782–1790.
17.
SchneiderM.MerzS.StrickerJ.De SmedtB.TorbeynsJ.VerschaffelL.LuwelK. (2018). Associations of number line estimation with mathematical competence: A meta-analysis. Child Development, 89(5), 1467–1484.
18.
SieglerR. S.RamaniG. B. (2009). Playing linear number board games - but not circular ones - improves low-income preschoolers’ numerical understanding. Journal of Educational Psychology, 101(3), 545–560.
19.
SilverA. M.Alvarez-VargasD.BaileyD. H.LibertusM. E. (2024). Assessing the association between parents’ math talk and children’s math performance: A preregistered meta-analysis. Journal of Experimental Child Psychology, 243, Article 105920. https://doi.org/10.1016/j.jecp.2024.105920
20.
SlavinR. E.LakeC. (2008). Effective programs in elementary mathematics: A best-evidence synthesis. Review of Educational Research, 78(3), 427–515.
21.
SonnenscheinS.GursoyH.StitesM. (2022). Elementary school children’s home learning environments: Mathematics, reading, science, and written language. Education Sciences, 12(5), Article 313.https://doi.org/10.3390/educsci12050313
22.
SzczygiełM.PieronkiewiczB. (2022). Exploring the nature of math anxiety in young children: Intensity, prevalence, reasons. Mathematical Thinking and Learning, 24(3), 248–266.
23.
WattsT. W.DuncanG. J.ClementsD. H.SaramaJ. (2018). What is the long-run impact of learning mathematics during preschool?Child Development, 89(2), 539–555.