Research Review

Asian Journal for Mathematics Education

2022, Vol. 1(3) 359-380
© The Author(s) 2022
Influence of home environment
on children’s foundational Article reuse guidelines:
sagepub.com/journals-permissions
DOI: 10.1177/27527263221129366
literacy and numeracy skills: journals.sagepub.com/home/mea

A systematic synthesis with

India in focus

Mukesh Kumar1 and Biswajit Behera1

Abstract
India has the mission to ensure that every child attains foundational literacy and numeracy (FLN)
skills by the end of grade three. The National Initiatives for Proficiency in Reading with
Understanding and Numeracy (NIPUN Bharat) is entrusted to monitor this target. However, the
specific factors of the home environment, which vary among Indian children, can explain the low
performance in literacy and numeracy. Therefore, this systematic review aimed to comprehensively
identify the home environment factors that affect literacy and numeracy learning. Studies published
between 2013 and 2022 were searched in the ERIC database. From 383 potentially relevant articles,
the researchers included 38 primary studies. Systematic reviews and meta-analytic studies were
excluded. The results showed that home learning environment factors do affect numeracy and lit-
eracy learning. Prominent factors were family learning background, reading and numerical activities
and home resources. Other factors, such as the reading and numeracy interests of children and the
parent-child relationship, also play an important role in the acquisition of foundational numeracy and
literacy skills.

Keywords
foundational literacy and numeracy, home literacy environment, home numeracy environment

Date received: 16 August 2022; accepted: 11 September 2022

1
Department of Education, Central University of Punjab, Bathinda, India

Corresponding Author:
Biswajit Behera, Central University of Punjab, Bathinda, Punjab 151401, India.
Email: biswajit70behera@gmail.com
360 Asian Journal for Mathematics Education 1(3)

1. Introduction
The National Mission on Foundational Literacy and Numeracy (FLN) works under the remit of the
Ministry of Education (MoE) to attain universal FLN in all primary schools. The MoE has identified
stage-wise targets and goals to be achieved by 2025. The National Initiatives for Proficiency in
Reading with Understanding and Numeracy (NIPUN Bharat; MoE, 2020b) closely track and
monitor the same progress to ensure that every child in the country attains FLN by the end of
grade three by 2026–2027. The focus is based on competency-based learning and the universal acqui-
sition of FLN skills.
When we talk about FLN, we mainly discuss the identification of the priority of education at an
early age. It is a mandatory prerequisite for learning. FLN is necessary for three major reasons: stu-
dents’ low learning levels, an increase in drop-out rates, and inadequate mathematical and language
skills. Therefore, the objectives of FLN are

1. Instilling language and mathematics competency in learners; and

2. Developing students’ basic skills and understanding.

FLN is all about listening, speaking, reading, and writing comprehensively. Foundational numer-
acy includes developing mathematical thinking and understanding of numbers, whereas foundational
literacy involves promoting the use of language. Thus, numeracy and literacy are the integrated bases
of foundational learning.

2. Conceptual framework
The 2021 National Achievement Survey (NAS) of India reported learning gaps between the current
status of learning outcomes and what is needed (MoE, 2021). The survey showed that the levels of
learning in language and mathematics among grade three school children are substantially below the
national average in 18 of the 29 states studied. NAS findings directed researchers to uncover why
these learning gaps in numeracy and literacy exist.

2.1 Numeracy skills

Numeracy is mathematical literacy and is quantitative in nature. That is why it is called quantitative
literacy. Although numeracy is the mirror image of literacy, it involves quantitative thinking.
Numeracy as quantitative literacy can be defined as “An individual’s capacity to formulate,
employ and interpret mathematics in a variety of contexts” (OECD, 2013, p. 33). It involves the
use of mathematical concepts, procedures, facts, and tools to describe, explain, and predict phenom-
ena, which helps an individual to make sound judgments and decisions. Additionally, this concep-
tualization is understood as mathematical literacy under the Program for International Student
Assessment (PISA).
Numeracy also refers to a set of abilities ranging from fundamental arithmetic and logical thinking
to complex mathematics and interpretive communication skills (Ball et al., 2014). The capacity to
identify and apply mathematical principles in many aspects of life is known as numeracy.
Numeracy as a skill involves carrying out a given task with predictable results and good execution,
usually in a limited period of time. Thus, numeracy is the capacity to deal with numbers, including
the use of mathematical formulas, such as multiplication, division, ratios, and percentages. Examples
of numeracy skills include interpreting figures, calculating, resolving numerical problems, measur-
ing, estimating, sorting, finding patterns, adding and subtracting numbers, and so on. The earliest
years of a child’s life are a period of rapid development and learning. Numbers, patterns, and
forms are all recognized during this time. Children use mathematical ideas to make sense of their
Kumar and Behera 361

surroundings and to apply these concepts to their daily activities. While playing, for example, young-
sters may select or choose objects based on size, shape, weight, or color.

2.1.1 Foundational numeracy. The ability to recognize and identify numbers, discern relations
between numbers, and complete fundamental mathematical calculations is known as foundational
numeracy (Ghosh, 2021; MoE, 2020a). Examples of foundational numeracy include understanding
numbers and performing basic operations, such as addition and subtraction. One of the NEP’s (2020)
key goals is to achieve universal foundational numeracy among grade three students by 2025.
Students have to master foundational numeracy before beginning number topics; thus, they must
understand the concept of numbers during the third grade of schooling.

2.1.2 Early numeracy skills. The foundations of numeracy skills are arithmetic operations, count-
ing, quantifying ideas, and doing numerical relations. Quantifying data involves knowledge of
counting and cardinality. Numeric relation skills include the capacity to compare sets of
amounts and understand the rules of addition and subtraction. These skills are required to
learn advanced mathematical skills. Early numeracy refers to the collecting of certain skills,
including vocal counting, understanding number symbols, recognizing quantities, comparing
numerical magnitudes, and distinguishing number patterns (Raghubar & Barnes, 2016). There
is evidence that children can develop numeracy comprehension at a young age and should be
introduced to numeracy ideas early in life. These abilities progress in a logical order and more
straightforward concepts must be grasped before more advanced mathematical skills may be
mastered (Napoli & Purpura, 2018).
Recent analyses of data from large national longitudinal databases have revealed that a child’s
mathematical knowledge at the start of school is the strongest predictor of later mathematics
success as well as success in other academic domains (Duncan et al., 2007). Similar results have
been found regarding the probability of developing a mathematics learning disability. Morgan
et al. (2009) found that 70% of children who started kindergarten and scored below the tenth percen-
tile in mathematics were again below the tenth percentile in fifth grade, highlighting the relevance of
early mathematical understanding for subsequent mathematical achievement. These findings cumu-
latively show that early numeracy is vital for subsequent mathematical development (Aunola et al.,
2004; Duncan et al., 2007; Raghubar & Barnes, 2016).
Early numeracy skills involve understanding and manipulating symbolic and non-symbolic
numbers. Learning the count sequence and comprehending the numerical meaning of
number words (e.g., three) and Arabic numerals (e.g., three) are among the early symbolic
number skills. Children are able to understand the meaning of symbols when they grasp the car-
dinality principle, which is the understanding that the last number word used while counting a
set specifies the number of objects in the set. Symbolic number understanding in the early years
has been linked to subsequent mathematics proficiency with high reliability (Raghubar &
Barnes, 2016).
Similarly, non-symbolic number skills and representations are methods of representing numbers
without the use of symbols. They typically involve numerical manipulations or the transformation of
objects as well as comparisons between object sets in terms of magnitude. Simple addition and sub-
traction can be performed by young toddlers using non-symbolic numerical representations (e.g., pic-
tures of objects) (Raghubar & Barnes, 2016).
As generally understood, numeracy is mathematics, and, similarly, mathematics is a discipline that
underpins numeracy. A context given to calculate is central to any form of numeracy. Numeracy
capability in subjects has great potential to empower students. Therefore, numeracy should be inte-
grated into school subjects.
362 Asian Journal for Mathematics Education 1(3)

2.2 Literacy skills

Literacy is a prerequisite to schooling and leads to a better life. United Nations Sustainable
Development Goal 4 strives to ensure inclusive and equitable quality education and has set a goal
to achieve foundational literacy for all students by 2030. In India, the recently released National
Education Policy (MoE, 2020a) has accorded the highest priority to building literacy skills.
Literacy is a basic field of activity that assumes children’s holistic development beyond foundational
reading and writing skills. Literacy is the ability to comprehend, apply, and comment on literary doc-
uments (Ball et al., 2014). It helps students to read, write, and speak fluently (Ghosh, 2021).

2.2.1 Foundational literacy. Foundational literacy is understanding and identifying letters, reading
familiar words, and creating various forms of communication. It provides a student variety of back-
grounds with the greatest opportunity to learn and read proficiently (Torgesen et al., 2001). This skill
is required to achieve one’s objectives, expand one’s learning capabilities, and contribute toward
society. A person’s literacy skills can be tailored to one’s life and job demands. Students’ literacy
learning helps them to become independent readers and writers because each student has a different
idea of what being literate entails and signifies.

2.2.2 Early literacy skills. Early literacy skills are the foundational skills and knowledge that pre-
readers need in order to develop the ability to read and write. Many researchers view these early
skills on a developmental continuum that starts early in life and continues as children enter a
school setting (Napoli & Purpura, 2018). Literacy components are related to students’ reading abil-
ities, which are based on print knowledge, oral language, and phonological awareness. Print knowl-
edge includes alphabet knowledge and print recognition. Oral language includes vocabulary,
grammar, and comprehension. Phonological awareness consists of the detection and manipulation
of different language parts, such as words and syllables.
Early literacy skills are related to reading. These develop long before formal schooling with the
increase in students’ chronological age (Whitehurst & Lonigan, 1998). Rhyming, vocabulary,
letter naming, and word manipulation are literacy skills. Early literacy is the current and dominant
perspective on literacy development before formal reading instruction (Missall et al., 2006).

2.3 Foundational literacy and numeracy

The National Education Policy has prioritized universal FLN in primary school. The purpose is to
meet the basic learning requirements of reading, writing, and arithmetic at the foundational level.
As stated earlier, foundational numeracy is understanding numbers, discriminating between
numbers, and performing basic mathematical calculations, such as addition or subtraction (MoE,
2020a). Numeracy encompasses a range of basic arithmetic and logical reasoning skills, including
advanced mathematics and interpretative communication skills (Ball et al., 2014).
Foundational literacy is the ability to understand and identify letters, read familiar words, and
create various forms of communication. Literacy helps students to read, write, and speak fluently
(Ghosh, 2021). Literacy is the capacity to understand, use, and reflect on written texts in order to
achieve one’s goals, develop one’s knowledge and potential, and participate in society (Ball et al.,
2014).
Building adequate literacy and numeracy skills at the foundational age between three and seven
years is crucial because over 85% of a child’s cumulative brain development occurs at six. The ability
to read and write and perform basic numerical operations at the foundational level is a prerequisite for
future schooling and lifelong learning. These skills empower the children to think critically and cre-
atively, which ultimately helps the nation progress (MoE, 2020a).
Kumar and Behera 363

2.4 Literacy and numeracy and the home environment

The home literacy environment has been broadly defined as the characteristics of the home setting
that are thought to contribute to the development of children’s reading skills. These characteristics
include literacy materials at the home, frequency of storybook reading, parents’ literary enjoyment
and practices, maternal engagement, enrichment activities, parents’ literacy beliefs and abilities,
etc. Similarly, the home numeracy environment contributes to children’s acquiring the requisite
knowledge, skills, and values required for a productive life. Operational numeracy activities at
home result in the better arithmetic performance of students. International studies demonstrate that
the home learning environment provided by parents is closely associated with children’s cognitive
outcomes (Niklas et al., 2016). Thus, whether or not literacy and numeracy activities are performed
at home is likely to predict children’s literacy and numeracy abilities.

2.5 Trend of related studies

Home literacy and numeracy environments are related to children’s foundational learning. Asian studies
on the home learning environment of primary school identified numerous family factors for literacy and
numeracy learning (Karali et al., 2022; Li, 2007; Ren & Hu, 2013; Seo, 2021). These include the follow-
ing: parental language ideologies; home learning practices and resources; parents’ socio-economic status,
educational attainment, and relationship with their children; parents’ beliefs about the importance of lan-
guage; family capital in supporting language use at home; parents’ language proficiency; and parents’ con-
sistency in parenting and the use of multiple languages at home as the medium of communication. These
studies’ results also resonate with the factors influencing numeracy learning, which include resources for
arithmetic learning, income levels of parents, children’s preferences for numeracy learning, and the use of
instructional resources at home. Most of the studies have identified that home activities play an important
role in numeracy and literacy learning. The numeracy activities include mental arithmetic and mental cal-
culations, and the meaning-related activities comprise literacy activities.
In summary, great variation exists in the home literacy and numeracy environment of Indian chil-
dren. These differences are associated with socio-demographic factors. But the specific home envi-
ronment factors that vary among Indian children remain unexplored. Hence, the reasons behind the
low performance in the language and mathematics of school children are unknown. This study tried
to identify the specific home environment factors that explain this low performance.

3. Rationale of the study

It is vital to ensure children’s basic literacy and numeracy skills for better learning in school and
throughout life. Not only are reading, writing, and mathematics essential learning skills, but they
are also linked to a higher quality of life, personal happiness, national stability, and wealth. In
India, children’s academic growth is hampered by a lack of learning opportunities throughout the
early stages of learning reading and numeracy. The Indian government has failed to assist the devel-
opment of reading and numeracy, despite the enormous expansion of school infrastructure and enrol-
ment of students in recent years. Too many children drop out of school before finishing their studies,
and many of those who do complete their studies lack FLN skills (Ball et al., 2014).
Literacy learning is one of the important developmental tasks in the language learning process. How chil-
dren learn vocabulary, narrative skills, and print knowledge is affected by home environmental factors
(Van-Bergen et al., 2017). Children receive early literacy skills at home before entering primary school
(Liu et al., 2018), which significantly affects their later reading development (Leppanen et al., 2006).
The ability to read and write as well as to do fundamental mathematical operations is necessary for
lifelong learning. Governmental and non-governmental surveys indicate that India is presently in a
learning crisis. A large proportion of students in elementary school (estimated to be over five
364 Asian Journal for Mathematics Education 1(3)

crores) have not achieved FLN. They cannot read or perform basic addition and subtraction with
numerals. Several studies on children’s academic achievement indicate that home resources for learn-
ing are linked to early numeracy, mathematics interest, and later mathematics achievement (Byrnes &
Wasik, 2009).
Anders et al. (2012) found that the quality of the home learning environment matters. A supportive
climate, the structure of the home as well as better cognitive stimulation at home all influence literacy
and numeracy learning. Moreover, children’s cognitive and emotional development are also influ-
enced by the characteristics of the preschool environment but to a smaller extent than the home envi-
ronment (Belsky et al., 2007; Gorey, 2001). Hence, the influence of the home needs to be analyzed,
which this study attempts to do.

4. Review guiding research questions

The systematic review was focused on the following research questions:

RQ1. What home environment factors can affect literacy learning?

RQ2. What home environment factors can affect numeracy learning?

5. Methodology
A systematic review was employed based on the model of Daniel and Harland (2017). In the first
stage, an area of investigation was found, and the researcher established the context and purpose
of the review. The researcher developed criteria for the article search. The article’s relevant
abstract was confirmed, and the full article was compiled accordingly. A systematic review
was done by presenting a descriptive summary of each article’s critical points. These critical
points were checked in response to the research questions. Then, a systematic synthesis was
completed while discussing the relationships among the various articles. The synthesis
focused on the different points, issues, and ideas presented among the articles. The researcher

Figure 1. Systematic review model (adopted from Daniel & Harland, 2017).
Kumar and Behera 365

reflected on the synthesis of the main ideas identified and took a critical view based on the evi-
dence available in the work. The schematic representation of the systematic review is given in
Figure 1.

5.1 Search strategy

A search was performed to answer the following research questions: What factors can affect home
environment literacy and numeracy learning? To do so, the following search string was used:
“Literacy,” “Literacy Education,” “Literacy Learning,” “Home Literacy Learning,” “Informal
Classroom Environment,” “Educational Environment,” “Home Literacy Environment,”
“Numeracy,” “Mathematics Skills,” “Numeracy Learning,” “Numeracy Learning Environment,”
“Home Environment,” “Home Environment and Learning,” and “Home Numeracy Environment.”
This search was conducted in the ERIC database. The relevance of articles was judged by reading
out the abstract page. A total of 383 results were found fit for review (Table 1).

5.2 Inclusion and exclusion criteria

The review included studies published between 2013 and June 2022 (i.e., the previous last 10
years). Peer-reviewed papers were included in the review. Included studies explored factors of
home environment influencing literacy and numeracy learning of students. Studies that were
not relevant to the research questions were excluded, and the studies presenting empirical
results were included.

5.3 Including relevant reviews

After running the search strings, the abstracts of all papers were identified and examined by the
researcher to determine its eligibility. The full articles were then compiled; a systematic analysis
was followed, consisting of an analysis of the entire article as well as its relationship to the other arti-
cles. The researcher identified the similarities and dissimilarities of the key findings from the other
articles (Daniel & Harland, 2017). The final results were summarized based on the review of 38 rel-
evant articles, which are given in Table 2.

Table 1. Search results.

SN Database Total results

1 Home numeracy 104

2 Home literacy 279

Total 383

Table 2. Summary of the number of identified papers.

SN Total results from the peer review articles Final selection

1 Home numeracy environment 20

2 Home literacy environment 18

Total 38
366 Asian Journal for Mathematics Education 1(3)

6. Results and discussion

The results of the review are used to answer each research question. The descriptions of the review of
studies are summarized, synthesized, and critiqued in the following manner.

6.1 Research question 1: Factors of home literacy environment

6.1.1 Home literacy environment: Description of reviews. The descriptions of studies on factors of home
literacy environment are represented in Table 3.

Table 3. Description of studies on home literacy environment.

Study
no. Authors Factors Key considerations Example

1 Li and Li (2022) Parent reading Word reading & Literacy Parent reading instruction
instruction interests. and children’s interest
Home literacy in print played unique
environment on roles in the word
Chinese word reading reading of 4-year-old
showed different children
patterns across age
groups
2 Altun et al. (2022) Number of books in Children’s home literacy Mothers are role models
their household, environment, the for children’s attitudes
maternal reading number of books in regarding direct literacy
attitudes, and reading their household, and experiences and
habits maternal reading affective responses to
attitudes and reading reading
habits were significantly
related
3 Friedlander Family learning, parent Family literacy and Family literacy and
(2020) competency, and learning at home, learning at home,
child interest parental competency in parental competency in
literacy, reading literacy, reading
materials, child interest materials, child interest
in literacy, and in literacy, and
religious-related religious-related
reading activities reading activities
4 Georgiou et al. Home literacy Reading comprehension Parent-rated reading
(2021) environment, reading activities (RCA) at interest was related to
interest, and reading home positively reading skills, whereas
skills predicted children’s child-rated reading
reading skills at the end interest was only
of Grade 2 and the predicted by earlier
reading skills negatively reading skills
predicted the RCA in
Grade 3
5 Wang et al. (2021) The role of the reading Improving the HLE and Quality of the
interest and the parent-child parent-child
parent-child relationship is relationship
relationship beneficial for the

(continued)
Kumar and Behera 367

Table 3. (continued)

Study
no. Authors Factors Key considerations Example

reading interest and

literacy development of
children
6 Meng (2014) Home literacy Promoting positive Early literacy
environment and learning attitudes and interventions
English receptive predispositions toward
vocabulary learning
development
7 Puglisi et al. Children’s language and Children’s language and Direct literacy
(2017) reading/spelling skills reading/spelling skills instruction, however, is
are related to are related to not influenced by
storybook exposure storybook exposure parents’ skills
8 Dong et al. (2020) Parental literacy Parental literacy activities Parental literacy activities
activities involvement involvement and
and parental literacy parental literacy
expectations towards expectations
children’s reading contribute more to
comprehension children’s literacy
knowledge
enhancement
9 Adams et al. Home literacy Language and nonverbal Spoken and written
(2021) environment predicts abilities, and children’s language may be more
writing skills spelling and writing beneficial for the
skills development of
transcription skills than
activities centered on
letters alone or the
extent of their
exposure to books and
the frequency of
literacy experiences
focused around
meaning
10 Lucas and Shared reading and Parents are well placed to Frequency and duration of
Norbury reading discussion facilitate their independent reading
(2018) children’s literacy
development through
encouragement and
scaffolding
11 Van Bergen et al. Parental skills associated Children’s basic reading Number of books
(2017) with children’s skills are related to children grow up with
reading skills several aspects of the may exert an actual
home literacy environmental effect on
environment their reading outcome
12 Mahoney et al. Recognize potential, In family literacy events Interactive, collaborative
(2022) gifts, and talents family literacy events
during family literacy
events

(continued)
368 Asian Journal for Mathematics Education 1(3)

Table 3. (continued)

Study
no. Authors Factors Key considerations Example

13 Hassunah-Arafat Mothers’ early literacy Family socioeconomic Mothers’ early literacy

et al. (2021) beliefs status (SES) significantly beliefs explain
explained all of the children’s skills
children’s early literacy
skills.
14 Chamberlain et al. Diversity of literacy Literacy is not a spectator Keep students at the heart
(2020) events and practices sport but a social of the instruction
for students engagement
15 O’Leary et al. Parents’ perceptions of Parents’ perceptions of Child’s dispositions to
(2019) the home and school the home and school learning
literacy learning literacy learning
16 Arono et al. Learning style of Digital literacy skills and Students’ listening
(2022) students on their learning styles have a meta-cognitive
meta-cognitive positive role in strategies
strategies in listening improving students’
meta-cognitive listening
strategies
17 Liao et al. (2020) Reading comprehension Reading comprehension of With students’ word
of students students in Grade 3 was decoding as reading
predicted by their comprehension
literacy skills in Grade 1
18 Bean et al. (2020) Book-reading Book-reading orientation Book-reading orientation
engagement during a teacher-led was a significant
shared book-reading predictor of visualized
activity and gains in print-concept
emergent-literacy skill knowledge and
development across phonological awareness
three groups of
preschool children

6.1.2 Home literacy environment: Synthesis of reviews. Eleven studies identified factors that can produce
a good home–family learning environment. These features include the following: parents’ reading
habits, attitudes, and skills; parents’ reading instruction to their kids; mother’s literacy beliefs; the
spoken and written language used by parents; book reading orientation; and reading discussions
between parents and children. The most frequently reported element was parents’ vocabulary.
Family learning toward literacy generally refers to parents’ attitudes and skills about providing the
foundation for future reading, writing, and speaking abilities.
Seven studies also discussed the importance of reading activities, including the following:
religious-related reading activities, reading comprehension activities, storybook exposure, parental
activities on reading comprehension, family literacy events to recognize a child’s potential, social
engagement, and book reading activities at home. These were collaborative activities of children
with their parents. Similarly, five other studies found that the more interest children had in reading
practice, the more they developed literacy skills. In particular, children’s reading interests, disposi-
tions, independent reading habits, and the use of metacognitive strategies in listening and word
decoding were the factors influencing the home literacy environment. Regarding the home environ-
ment, two studies highlighted that the availability of books in the home as well as other reading mate-
rials were also significant factors in enhancing children’s literacy learning performance.
Kumar and Behera 369

6.1.3 Home literacy environment: Critique of reviews. These results explicitly showed that positive
parent-children relationships helped to create an interest in reading among children. Eighteen
studies identified four main factors that contributed to the home literacy environment: family learn-
ing, reading activities, reading interest, and parent-children relationships. Furthermore, each factor
was found frequently in the above reviews, as shown in the pi-diagram (Figure 2). The contents
of relevant articles were analyzed. One researcher could generate 27 codes to describe the factors
of the home numeracy environment and 25 codes for the home literacy environment. Another
researcher interpreted the codes to narrow them down into seven categories of terms. Both research-
ers reconstructed the distinctions between codes to transcribe these in conceptual themes. Keeping in
view of units of analysis, the coding represented four themes under each type of learning. The
researchers rely on known interpretations by common agreements. It was found that the number
of factors related to family learning, reading activities, reading interest, and parent-children relation-
ships were 11 (44%), 7 (28%), 5 (20%), and 2 (8%), respectively. There is a dearth of studies on
home reading activities with respect to parent-child interaction and relationships. Daily life situations
need to be integrated into deciding the reading activities. Therefore, family learning factors in decid-
ing the activities need to be investigated.

6.2 Research question 2: Factors of home numeracy environment

6.2.1 Home numeracy environment: Description of reviews. The descriptions of the studies on the
factors influencing the home numeracy environment are represented in Table 4.

6.2.2 Home numeracy environment: Synthesis of reviews. The above description of reviews revealed that
numeracy is affected by the home context. Ten studies looked at children’s numerical activities done with
their parents. These activities were based on the following principles: counting; number operations; home
number-related nativities; conventional numeracy activities, such as counting and identifying numbers;

Figure 2. Frequent key factors found in literacy studies.

370 Asian Journal for Mathematics Education 1(3)

Table 4. Description of studies on home numeracy environment.

Study
no. Authors Factors Key considerations Example

1 Zhu and Chiu
(2019)
2 Kluczniok (2017)
3 Herbert et al. (2020) Home
4 Susperreguy et al.
(2020)
5 Niklas et al. (2016)
6 Visser et al. (2019)
7 Neha et al. (2020)
Interest in learning Early home numeracy Parent report of child’s
mathematics, Home activities but did not early numeracy
resources for learning support other
factors such as
school lessons,
Mathematics
self-efficacy
Quality of the home Specifically, family Early risk factors on
learning environment support factors are children’s
related neither to competencies and the
children’s mediating role of the
development in quality of the home
numeracy nor to learning environment.
family risk
The home, the Influencing student
curriculum, the performance
teacher, and the
approaches to
teaching
Children’s early Children whose Learning simple sums
mathematics and their parents provided influences better
home numeracy frequent operational arithmetic
environment numeracy performance
activities at
prekindergarten
showed better
arithmetic
performance and
growth
Effectiveness of parents The home learning Focusing on building the
in supporting environment capacity of primary
children’s learning and provided by parents caregivers to increase
development. is closely associated informal learning
with children’s opportunities
cognitive outcomes.
Numeracy activities
at home are likely to
predict children’s
numeracy abilities
Home activities Early learning Introducing principles of
experiences, counting
acquired school
entry skills, and later
mathematics
achievement
The role of families in Parents’ observed book Oral narratives such as
children’s early reading and reminiscing may be a
learning reminiscing less visible cultural
correlated with practice that supports

(continued)
Kumar and Behera 371

Table 4. (continued)

Study
no. Authors Factors Key considerations Example

children’s early children’s early

academic skills. learning. Yet
Parent-child reminiscing is a
reminiscing is a recognized skill within
unique, positive indigenous
predictor of communities that have
children’s early a strong emphasis on
academic skills intergenerational oral
transmission of
culturally relevant
information
8 Lin et al. (2019) Parent–educator Parent–educator Specific learning activities
communication linked communication (naming written
to more frequent regarding letters, identifying
home learning preschoolers’ letter sounds, reading
activities learning number books,
completing number
activity books, learning
simple sums, naming
written numbers).
9 Robertson and Home language Mathematics talk in a Home language in
Graven (2019) second language: A Mathematical
sociolinguistic meaning-making
perspective
10 Duyen and Loc World of numbers and Developing primary Teaching the
(2022) operations at home students’ multiplication of two
understanding of natural numbers
mathematics through
mathematization
11 Ersan and Rodrigue Early literacy and Early literacy and Numeracy activities
(2020) numeracy activities numeracy activities,
preschool education,
intrinsic motivation,
and engagement in
instruction were
found to be
significantly and
positively associated
with higher
achievement within
schools
12 Lukie et al. (2014) Children’s interests and Children preferred Families with less
collaborative parent– exploratory, active, collaboration
child interactions or crafts activities involvement in
affect exposure to and reported numeracy activities
numeracy activities frequent engagement
in numeracy
activities.

(continued)
372 Asian Journal for Mathematics Education 1(3)

Table 4. (continued)

Study
no. Authors Factors Key considerations Example

13 Baker (2015) Home-based parent To examine family, Contextualization of

involvement neighborhood, and basic skills provision
demographic both at work and at
predictors of math home helps children
achievement at make sense of
kindergarten entry numbers in ways that
are meaningful for
them and can promote
math skills at
kindergarten entry
14 Simone et al. (2014) Numeracy-oriented Patterns of numeracy Attributes of the home
engagement activities are in learning environment
relation to structural
characteristics and
children’s home
activities
15 Zippert and Ramani Parents’ preschoolers’ Parents are to Conventional numeracy
(2017) number skills understand their activities (i.e., counting
own children’s and identifying
numerical numbers more
understanding in a advanced (arithmetic
wide range of at home)
number domains to
promote more
advanced at-home
number-related
activity engagement
16 Vandermaas-Peeler Parental support of Interactions between Parental Support of
et al. (2012) numeracy parents and their numeracy during a
four-year-old child cooking activity with
during cookery four-year-olds
sessions at home
17 Anders et al. (2012) Home and preschool Home and preschool The quality of the home
learning environments learning learning environment
environments and Parental support at
their relations to the home seems to be a
development of early precondition for
numeracy skills academic stimulation
at preschool
18 Klucznio et al. Quality of the home The home learning The study examines the
(2013) learning environment environment in early extent to which the
and contextual childhood includes structural
conditions three domains of characteristics and
stimulation (i.e., educational beliefs of
family support, the family are
stimulation in connected to
literacy, and educational processes
stimulation in taking place in the
numeracy) and their home learning

(continued)
Kumar and Behera 373

Table 4. (continued)

Study
no. Authors Factors Key considerations Example

contextual environment during

conditions preschool age
19 Skwarchuk (2009) Parents support at home Parental reports of Parental experiences and
positive personal involvement in home
experiences with activities
mathematics and (2)
involvement in
activities with
complex (versus
basic) numeracy
goals
20 Magsamen (2011) Family rituals and Communication and The arts as part of our
traditions outreach about the everyday lives: Making
relevance and the visible the value of the
science of arts and arts in learning for
learning for family’s families
needs

finding number patterns; craft activities; and doing arithmetic at home. Children’s capacity to employ
mathematics in a variety of contexts indicates their numeracy learning. Hence, it can be conceptualized
that home life affects numeracy learning. Family support plays an important role in numeracy learning.
Seven studies explained that parental support during book reading, oral narration, mathematics dialogue
in the second language, collaborative sharing and interaction, and even cooking activities at home had an
influence on numeracy learning. Studies have also related how numeracy-oriented engagement influences
students’ numeracy and literacy learning. Ample home resources and informal learning activities lead to
sustained interest in mathematics. Five studies related to the utilization of home resources have reported
that parental communication, home language, the context of basic mathematics skills at home as well as
family rituals and traditions are attributes of the home learning environment. Therefore, operational
numerical activities conducted at home with family support and the use of home resources are congenial
factors for home numeracy learning.

6.2.3 Home numeracy environment: Critique of reviews. The studies investigated different areas of
factors, influencing numeracy. For example, mathematical literacy through operating numeracy
activities at home is needed. Developing primary students’ understanding of mathematics through
mathematization has been suggested by researchers (Duyen & Loc, 2022). Policy documents,
such as the National Curriculum Framework (NCERT, 2005), have argued favorably. The descrip-
tions of reviews revealed that certain factors mainly influence children’s numeracy learning at home,
such as numerical activities, home resources interest in mathematics, and family support. Each factor
was repeatedly found by the researchers in some studies. The study frequency of these factors is rep-
resented through a pi-diagram (Figure 3).
There is little research on how family support enhances basic numeracy learning among children.
Therefore, a considerable research for numeracy learning is not apparent. Information on how the
home environment can facilitate various elements of children’s literacy and numeracy engagement is
scarce. Therefore, research on literacy and numeracy can be undertaken based on antecedents of home
environment. These antecedents of home learning and numeracy learning are shown in Figure 4.
374 Asian Journal for Mathematics Education 1(3)

Figure 3. Frequent key factors found in numeracy studies.

Figure 4. Antecedents of home literacy and numeracy environment (HLNE) influencing learning.

7. Way forward
This review study was based on searching various home factors that influence numeracy and literacy
learning. The related studies were selected following the steps for conducting a systematic review.
The selected studies were evaluated to synthesize the factors affecting the home learning environ-
ment and uncover research gaps. Based on the studies reviewed, numeracy and literacy learning is
Kumar and Behera 375

affected by home environment factors. The family’s learning background, reading and numerical
activities, and home resources were prominent factors among the studies examined.
Family background characteristics explain literacy and numeracy learning differences. Fewer
studies found that there are learning differences between children from less-advantaged households
and those from more-advantaged households (Jones & Schipper, 2015). Similarly, the World Bank
(2018) reported that low-income countries have poor learning outcomes, indicating that a majority of
children do not meet the minimum threshold for mathematics and reading proficiency. Communities
living in low and middle-income countries, which cover the majority of the world, can have a greater
influence on children’s outcomes in terms of the home language and literacy environment. Gruijters
and Behrman (2020) explored the association between family socio-economic status (SES) and learn-
ing outcomes using data from a standardized assessment of pupils’ mathematics and reading compe-
tencies. They found three main SES factors contributing to learning: educational resources at home,
health and well-being, and school quality. Further research should therefore consider the complexi-
ties of literacy and the numeracy learning environments with special reference to differences in lit-
eracy and numerical activities, SES, and learning outcomes of children.
Other factors, such as reading, the numeracy interests of children, and parent-child relationship,
play an important role in basic learning. The use of home learning techniques improves children’s
literacy attainment. Snow (1991) mentioned that children growing up in literate families have
larger vocabularies and read and write more regularly. Research shows that home language advan-
tage is seen as foundational for learning literacy skills (Karlsen et al., 2017). Future studies should
consider other variables, such as the reading interests of children that may contribute to literacy
learning.
Similarly, a growing number of studies on home numeracy environments suggest a broad array of
numerical activities. These activities include number facts, real-life activities, counting, experiment-
ing with objects, learning through patterns, building block towers, connecting the dots, playing board
games, playing card games, shopping and role-playing in cooking. Past empirical research suggests
that parents’ home enrichment activities influence literacy and numeracy learning. To complement
these studies, future research should examine the link between home learning numeracy and child-
ren’s reading and numeracy skills and interests.
International studies (e.g., from Costa Rica, Liberia, and India) on home language and literacy
environments have addressed pedagogical interventions. These include home-based components
of literacy and numeracy, such as the supply of materials, home tutoring, shared book readings,
and parent–teacher meetings. Future research should target these above components to have more
promising results in literacy and numeracy learning. In relation to this, some of the pedagogical
implications are as follows. The home situation can foster FLN. Thus, the curriculum framers and
teachers have to emphasize the importance of parenting for literacy and numeracy learning among
children. It is certain that key components of acquiring literacy skills must be focused on.
Children should be helped to read the text with comprehension, but parents have major concerns
about using activity-based home resources, communicating with children in the home language,
and providing resources that create interest in learning numbers. Hence, as priority areas of home
learning factors, more research can be undertaken on children’s numerical activities, home resources,
interest in mathematics, family learning, reading and numeracy activities, reading interest, and
parent-children relationships.

8. Limitations
Studies on home literacy and numeracy learning (HLNL) and children’s interests in these activities
are not consistently documented. Other dimensions of HLNL have been researched, but most of the
studies examined, could not give concurrent results in these dimensions. Very few and almost no
376 Asian Journal for Mathematics Education 1(3)

studies have examined socio-demographic, psycho-social, and socio-economical aspects of the home
environment that influence literacy and numeracy learning. Students’ literacy and numeracy activities
at home can work as scaffolding for obtaining competencies. These dimensions of research could not
be explored in this review.

Contributorship
Dr. Biswajit Behera framed the conceptualization and design of the study. Mr. Mukesh Kumar carried out the
reviews of related literature and analyze the studies. Both authors interpreted the results, revised critically, and
approved the final manuscript.

Declaration of conflicting interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publica-
tion of this article.

Funding
The author(s) received no financial support for the research, authorship, and/or publication of this article.

ORCID iD
Biswajit Behera https://orcid.org/0000-0001-5994-9219

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Author biographies
Mukesh Kumar completed his MEd degree from Guru Ghasidas Vishwavidyalaya, India, and his Master of
Science in Mathematics from Indira Gandhi National Tribal University, India, in 2017 and 2019, respectively.
He received a senior research fellowship from the University Grants Commission, India. He is an active
researcher and currently working on mathematical modeling. His research interests are mathematics education,
mathematical modeling, digitalization of mathematics education, and STEAM education.
Biswajit Behera is an assistant professor of education, at Central University of Punjab, Bathinda, India. He has
19 years of teaching experience in school education as well as in teacher education. His educational qualifica-
tions are MSc in Mathematics, MEd, MPhil, and PhD in Education. He has authored one book and thirteen chap-
ters in different edited books. There are 36 publications in national and international social science journals to his
credit. He has been exposed to 64 national and international seminars/conferences through his presentation of
research and thematic papers. He has conducted five training programs for teacher educators and performed
as resource person in national seminars and webinars from time to time. Recently, he has finished one research
project funded by NCERT on constructivist pedagogy.