When we were young: Memories of early mathematics experiences

Early math experiences predict children’s later math abilities and beliefs. However, less is known about longer-term associations between early childhood math experiences and adult math outcomes. The present study examined emerging adults’ earliest memories of mathematics and reading experiences, asking whether characteristics of their early learning memories differ across domains of learning and relate to their adulthood math achievement and beliefs. Undergraduate students (n = 161, MAge = 19.6 years) described their earliest memories of math and reading, then completed measures of their math anxiety, math task value, and math achievement. Our results reveal significant domain differences in participants’ age during their earliest memories, the level of social interaction, and their overall rating of the experience. Emerging adults with more positive memories of their earliest math experiences had lower math anxiety, higher math task value, and higher math achievement. Our results provide additional evidence of the long-term associations between early math experiences and later math outcomes and underscore the need to promote early math experiences that are positive and engaging for young children. peerReviewed publishedVersion