本研究以文化资本理论作为指导，主要探讨家庭数学学习环境与幼儿数学学习结果的关系。本研究选取了北京市14所不同办园性质幼儿园，随机选择中班与大班共26个班班级中的幼儿，共计239对幼儿—父母作为研究对象，通过向家长发放自编的《幼儿家庭数学教育状况调查问卷》来了解家庭数学学习环境的情况，问卷主要包含家庭背景信息（家长的学历、职业和家庭收入）、家庭数学学习活动与家长数学教育观念三部分。通过采用标准化的幼儿数学评估工具对孩子进行一对一的测查来获得幼儿的数学学习结果。获取相应的数据后，以描述统计、独立样本t检验、单因子方差分析、相关分析与回归分析的方法来分析家庭数学学习环境与幼儿数学学习结果的关系。研究主要发现如下： 1、家庭的社会经济地位不影响孩子的数学学习结果，其中不同的家长职业、学历、家庭收入与幼儿数学学习结果均不存在显著差异。仅有不同的幼儿年龄与幼儿的数学学习结果存在显著相关。 2、在家庭数学学习活动上，不同的幼儿年龄、幼儿的性别、父母的学历、母亲的职业与家庭数学学习活动间均不存在显著差异。仅有不同的父亲职业、不同水平的家庭月均总收入均与家庭数学学习活动之间存在显著差异。 3、在家长数学学习观念上，不同的幼儿性别、父母职业、母亲的学历以及家庭的收入都与家长的数学教育观念不存在显著差异；而不同的幼儿年龄、父亲学历与家长的数学观念之间存在显著差异。 4、家庭数学学习活动的数与运算活动对幼儿数学学习结果影响突出。家庭数学学习活动与幼儿数学学习结果之间存在正相关关系，其中数与运算活动对幼儿数学学习结果呈正向预测作用。 5、家长的数学教育观念与幼儿数学学习结果之间存在显著关系，家长的数学教育观念与家庭数学学习活动之间存在显著关系。但家长的数学教育观念并不能预测幼儿的数学学习结果。

This research is taking the Culture Capital Theory as theoretical guidance and is order to understand the relationship between home mathematics environment and children's mathematics outcomes. This study selected 14 kindergartens including public and private kindergarten in Beijing and randomly selected 26 middle class and large class. A total of 239 child-parents were selected as research subjects. Parents complete a self-compiled "Home Mathematics Education Status Questionnaire" to understand the situation of the Home mathematics environment. The home mathematics environment consists of three parts: family background(Parent’s Education/Parents Occupation/Family Income), home mathematics activities and parent mathematics belief. The children's mathematics outcomes were obtained through standardized one-on-one tests. Then the relationship between home mathematics environment and children's mathematics outcomes was discussed using Descriptive Statistics, Independent-sample t Test, one-way ANOVA, Correlation Analysis, and Regression Analysis. The main findings of the study are as follows: 1.There is no significant difference between the Home socio-economic status and child math outcomes.There are no significant differences between parents’ occupations, parent education background and family income, and children’s mathematics outcomes. There is a significant difference between children's age and children’s mathematics outcomes. 2.There is no significant difference between the children's age ,children's gender, parental education background, mother's occupation and home mathematics activities. 3.In terms of parental mathematics belief, there is no significant difference between the child's gender, parental occupation, mother's education, and family income, and parents' mathematics education concept. There is a significant difference between children's age, father's education background, and parents' mathematics belief. 4.The number of mathematics learning activities in the family and the computing activities have a significant influence on the mathematics outcomes of young children. There is a positive correlation between home mathematics activities and children’s mathematics outcomes, and the number and calculation activities have a positive predictive effect on children’s mathematics outcomes. 5.There is no significant relationship between parents' mathematics education belief and children's mathematics outcomes. However, there is a significant relationship between parents' mathematics education belief and home mathematics activities. Parents' mathematics belief may indirectly influence children's mathematics learning results by affecting family mathematics activities.