Unpacking the Role of Parents in Shaping Early Numeracy: A Quantitative Study of Mathematical Play Frequency

Abstract

Early mathematics plays a crucial role in shaping children’s cognitive and problem-solving skills, and parents’ perceptions significantly influence how mathematical experiences are introduced at home. This study explores the relationship between parents’ perceptions and early mathematics exposure among children in Kuala Selangor, Selangor. Grounded in the principles of constructivist theory, the research employed a quantitative survey method, using a structured questionnaire adapted from the Parents’ Play Belief Scale (PPBS) and Home Mathematics Environment (HME). Data were collected from 189 parents via Google Forms, and a pilot study was conducted to ensure instrument validity and reliability, with Cronbach’s alpha values of .892 (Parents' Perceptions) and .959 (Early Mathematics) indicating strong internal consistency. The findings revealed a moderate, positive, and significant correlation between parents’ perceptions and early mathematics (r = .371, p < .001), suggesting that more favorable parental attitudes are associated with greater engagement in home-based numeracy practices. However, independent samples t-tests indicated no significant differences in perceptions and early mathematics exposure across demographic groups. The results underscore the importance of empowering parents through strategic collaboration with educators to promote play-based and contextual learning at home. This study contributes to the growing literature on early childhood education in Malaysia by highlighting the critical role parents play in shaping foundational mathematics skills. It calls for stronger parental support mechanisms aligned with national curricula, such as the Kurikulum Standard Prasekolah Kebangsaan (KSPK) and Program Literasi dan Numerasi (PLaN). These findings advocate for a holistic, home-school partnership model that supports early mathematical development and fosters lifelong learning readiness.