The role of home-based math activities in developing mathematical reasoning skills in preschool children: a pilot randomized controlled trial

Vollständiger Abstract

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Background Early mathematical reasoning skills are important predictors of later academic achievement. Although home-based learning environments contribute to early mathematics development, structured home-based intervention programs specifically targeting mathematical reasoning skills remain limited. Methods The study employed a pilot randomized pretest–posttest control group design to evaluate the HBMR program. The study sample consisted of 20 preschool children (10 in the experimental group and 10 in the control group) selected using a stratified random sampling procedure. Following pre-test assessments, participants were randomly assigned to either the experimental or control group. The HBMR program was implemented over 5 weeks through ten structured home sessions, including reasoning-based activities such as matching, classifying, comparing, sequencing, and basic number operations. As the data did not meet normality assumptions, non-parametric analyses (Mann–Whitney U and Wilcoxon signed-rank tests) were conducted. Effect sizes were calculated using the formula r = Z/√N. Results Wilcoxon signed-rank test results revealed significant improvements in the experimental group in measurement ( Z = −2.684, p = 0.007), data analysis ( Z = −2.831, p = 0.005), and overall mathematical reasoning scores ( Z = −2.812, p = 0.005), with large effect sizes ( r = 0.85–0.90). No statistically significant improvements were observed in the control group. Mann–Whitney U test results indicated that the experimental group’s post-test scores were significantly higher than those of the control group ( p < 0.05). Conclusion The findings indicate that children who participated in the HBMR program showed greater improvements in mathematical reasoning skills than children in the control group.