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Methods Used to Code Adult-Child Mathematical Interactions and the Association With Children's Mathematical Skills: A Systematic Review and Meta-Analysis
Weiers, H. Slocombe, F. James-Brabham, E. Gilmore, C.
Weiers, H.
Slocombe, F.
James-Brabham, E.
Gilmore, C.
Publication Date
2025-07
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©2025 The Author(s). This is an Open Access article distributed under the Creative Commons CC-BY license (https://creativecommons.org/licenses/by/4.0/)
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2025-07-02
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weiers_et_al_2025.pdf
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Abstract
Individual differences in mathematical skills emerge early and are influenced by a range of cognitive and environmental factors. One of these is the Home Mathematics Environment (HME), which includes adult-child mathematics talk. Nevertheless, large variations in methods used to investigate and code adult-child mathematics talk exist. We conducted a pre-registered systematic review (N = 108) of the methods used to code adult-child mathematics talk in children aged 8 years or younger. We identified nine different categories of coding methods. A multi-level meta-analysis with studies additionally reporting children's mathematics skills (291 effect sizes) revealed a small but significant correlation between adult-child mathematics talk and children's mathematics skills (r = 0.072). This was significantly moderated by coding category, implying that some aspects of the interaction are more important than others. This review highlights different methods for coding adult-child mathematical talk, enabling researchers to make informed decisions about how to code interactions.
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Citation
Weiers H, Slocombe F, James-Brabham E et al (2025) Methods Used to Code Adult-Child Mathematical Interactions and the Association With Children's Mathematical Skills: A Systematic Review and Meta-Analysis. Infant and Child Development, 34: 4. e70043.
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