LAUSR

Individual differences in mathematical skills emerge early and are influenced by a range of cognitive and environmental factors. One of these is the Home Mathematics Environment (HME), which includes adult‐child mathematics talk. Nevertheless, large variations in methods used to investigate and code adult‐child mathematics talk exist. We conducted a pre‐registered systematic review (N = 108) of the methods used to code adult‐child mathematics talk in children aged 8 years or younger. We identified nine different categories of coding methods. A multi‐level meta‐analysis with studies additionally reporting children's mathematics skills (291 effect sizes) revealed a small but significant correlation between adult‐child mathematics talk and children's mathematics skills (r = 0.072). This was significantly moderated by coding category, implying that some aspects of the interaction are more important than others. This review highlights different methods for coding adult‐child mathematical talk, enabling researchers to make informed decisions about how to code interactions.