The Role of Home Numeracy Experience to Improve Preschool Children’s Early Math Competence in Addis Ababa

Abstract

The formative years of a child’s life are a critical phase of cognitive development; not only is it a time for
the foundation but also a basis for all future academic and career successes. Home experience, as such,
is the primary place for early mathematical concepts to be brought out in an informal as well as formal
manner in which learning can occur. Thus, this research aims to assess the influence of home numeracy
experience (HNE) on preschool children’s early mathematics competence in Addis Ababa. A quantitative
cross-sectional correlational design was used with 240 parent–child dyads recruited through multistage
random sampling from government and private preschools. Parents completed questionnaires on home
numeracy experiences, parental expectations, and attitudes toward mathematics. Children's early
mathematics competence was assessed using the Early Mathematics Competence Test. Exploratory factor
analysis provided rationale for the mixed dimensionality of the adapted Home Numeracy Experience
survey, while hierarchical multiple regression was employed to understand the unique contribution of
home numeracy practices (including, in addition to gender, specific school and socioeconomic status).
Findings suggested that home numeracy experiences were able to explain a larger proportion of the
variance in children's early mathematics competence than did demographic features. In particular,
number skills activities and the use of mathematics in daily life were strong positive predictors of early
mathematics competency, but parental expectations and attitudes did not explain any further variance
once the effects of home numeracy practices were accounted for. These findings support sociocultural
theories of learning by demonstrating the importance of meaningful parent–child mathematical
interactions in promoting early mathematical development. The study contributes context-specific
evidence from Ethiopia and highlights the importance of strengthening culturally relevant home
numeracy practices to enhance school readiness and early mathematics achievement.