Der Einfluss des Zählens in frühen häuslichen und institutionellen Lernumwelten auf spätere mathematische Kompetenzen: Differentielle Effekte für Kinder mit unterschiedlichem sozioökonomischem Hintergrund

Previous evidence has revealed the short-term and long-term effects of socioeconomic background and home, as well as the effects of institutional learning environments before school entry, on mathematical competence and its development. As an example, this article examines whether differential effects of home and institutional learning environments are evident between children with different socio-economic backgrounds by using the frequency of opportunities for counting before school entry as an influencing factor for mathematical competencies at the end of preschool, and first and second grades. Results of regression analyses for multiple groups using longitudinal data from the National Educational Panel Study point to a compensatory effect of counting on background-effects. Children from parents with low socioeconomic status, in contrast to the other children included in the study, benefit from counting.