Ella James‐Brabham
Biographic Data
| ID | 5804338 |
|---|---|
| NAME | Ella James‐Brabham |
| GIVEN NAMES | Ella |
| FAMILY NAME | James‐Brabham |
| SIGNATURE | BRABHAM E J |
| AFFILIATIONS | Loughborough University |
| ORCID | 0000-0002-3157-546X |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Is there an association between frequency of home mathematical activities (HMA) and children’s mathematical outcomes? Data harmonization and secondary analyses of U.K.-based data sets
Early mathematical skills lay an important foundation for later academic success. Substantial variation in mathematical skills can be observed in young children, and these differences have been related to family socioeconomic circumstances (SEC). The type and frequency with which parents engage in home mathematical activities (HMAs) with their children have been suggested as a key mechanism explaining inequalities in early mathematical skills; th…
Do home mathematical activities relate to early mathematical skills? A systematic review and meta-analysis
Children's foundational mathematical skills are critical for future academic attainment. While home mathematical activities (HMAs) have been proposed to support these skills, the extent to which engaging in them supports mathematical skills remains unclear. This preregistered systematic review and multilevel meta-analysis identified 351 effect sizes from 72 samples in 20 countries, exploring the relation between frequency of HMAs and mathematical…
No evidence that playing a linear number board game improves numerical skills beyond teaching as usual
Early numerical skills are important not only for later mathematical achievement but for overall achievement and are associated with later income, health, and quality of life. Socioeconomic disparities in numerical skills are visible before children begin school, and widen throughout schooling. It is, therefore, important to support the development of early numerical skills in children from lower socioeconomic backgrounds. Previous studies have h…
How do socioeconomic attainment gaps in early mathematical ability arise
Socioeconomic attainment gaps in mathematical ability are evident before children begin school, and widen over time. Little is known about why early attainment gaps emerge. Two cross-sectional correlational studies were conducted in 2018–2019 with socioeconomically diverse preschoolers, to explore four factors that might explain why attainment gaps arise: working memory, inhibitory control, verbal ability, and frequency of home mathematical activ…
No prominent works on this page.
How do socioeconomic attainment gaps in early mathematical ability arise
Socioeconomic attainment gaps in mathematical ability are evident before children begin school, and widen over time. Little is known about why early attainment gaps emerge. Two cross-sectional correlational studies were conducted in 2018–2019 with socioeconomically diverse preschoolers, to explore four factors that might explain why attainment gaps arise: working memory, inhibitory control, verbal ability, and frequency of home mathematical activ…
No evidence that playing a linear number board game improves numerical skills beyond teaching as usual
Early numerical skills are important not only for later mathematical achievement but for overall achievement and are associated with later income, health, and quality of life. Socioeconomic disparities in numerical skills are visible before children begin school, and widen throughout schooling. It is, therefore, important to support the development of early numerical skills in children from lower socioeconomic backgrounds. Previous studies have h…
Is there an association between frequency of home mathematical activities (HMA) and children’s mathematical outcomes? Data harmonization and secondary analyses of U.K.-based data sets
Early mathematical skills lay an important foundation for later academic success. Substantial variation in mathematical skills can be observed in young children, and these differences have been related to family socioeconomic circumstances (SEC). The type and frequency with which parents engage in home mathematical activities (HMAs) with their children have been suggested as a key mechanism explaining inequalities in early mathematical skills; th…
Do home mathematical activities relate to early mathematical skills? A systematic review and meta-analysis
Children's foundational mathematical skills are critical for future academic attainment. While home mathematical activities (HMAs) have been proposed to support these skills, the extent to which engaging in them supports mathematical skills remains unclear. This preregistered systematic review and multilevel meta-analysis identified 351 effect sizes from 72 samples in 20 countries, exploring the relation between frequency of HMAs and mathematical…
Developmental psychology (3 works) · Psychology (3 works) · Cognitive and developmental aspects of mathematical skills (2 works) · Early Childhood Education and Development (2 works) · Association (psychology) (1 work) · Cognition (1 work) · Demography (1 work) · Education, Achievement, and Giftedness (1 work) · Educational attainment (1 work) · Educational Games and Gamification (1 work)