“…Most of the studies are conducted with kindergarten and pre -school students (Björklund & Palmér, 2020;Björklund & Palmér, 2022;Capraro & Capraro, 2006;Casey et al, 2004;Casey et al, 2008;Elia et al, 2010;Green et al, 2018;Hassinger-Das et al, 2015;Hong, 1996;McGuire et al, 2020;Purpura et al, 2017;Purpura et al, 2021;Rathé et al, 2016;Segal-Drori et al, 2018;Skoumpourdi & Mpakopoulou, 2011;Van den Heuvel-Panhuizen et al, 2009;Van den Heuvel-Panhuizen & Van den Boogaard, 2008;Van den Heuvel-Panhuizen et al, 2011;Van den Heuvel-Panhuizen et al, 2016;Wijns et al, 2022;Young-Loveridge, 2004), and some of them are conducted with primary school students (Cooper et al, 2011;Lemonidis & Kaifa, 2019;McAndrew et al, 2017;Mink & Fraser, 2005;Russo et al, 2021), and middle school students (Durmaz & Miçooğulları, 2021;Günbaş, 2015;Yalçın et al, 2022). Since the focus of research with pre-school or kindergarten children is about early mathematics, studies with parents are also conducted (Gaylord et al, 2020;Godwin et al, 2016;Goldstein et al, 2016;Uscianowski et al, 2020), and some of these studies focus on parent-child interaction in the process of reading books about mathematics (Hendrix et al, 2019;Hojnoski et al, 2014;…”