What Predicts Preschoolers’ Math Skills? The Role of Paternal Education, Age, SES, and Preschool Attendance
Kerem Avci - Balikesir University - Türkiye - ORCID
Emine Ferda Bedel - Çanakkale Onsekiz Mart University - Türkiye - ORCID
Abstract
This study examined the mathematical abilities of preschool children aged 44 to 66 months, regarding variables such as gender, age, handedness, birth order, family socioeconomic status (SES), and preschool attendance. The sample comprised of 288 children attending public preschools. Data were collected using the Test of Early Mathematics Ability–Third Edition (TEMA-3) and a demographic questionnaire. Results indicated that maternal education level is a more powerful and statistically significant predictor of children's early-math abilities compared to paternal education. While higher paternal education is descriptively associated with higher math scores, this relationship does not acquire statistical significance. According to regression analysis age, SES, and preschool attendance significantly predicted mathematical ability. On the contrary, gender, birth order, and handedness were not among the significant predictors.
Keyword: Early Math Ability
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