Mathematical experiences and parental involvement of parents who are and who are not mathematicians

Drešar, Darja Antolin; Lipovec, Alenka

doi:10.1080/03323315.2017.1333445

Cited by 6 publications

(6 citation statements)

References 23 publications

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“…The second research question for this study was “What factors impacted this engagement?” Parents in each engagement category had characteristic access to, and activation of, capital to support at-home mathematics learning, strengthening and extending on understandings from previous research in the field. The limited available evidence suggests that both parents’ knowledge of mathematics and their understanding of contemporary education shape their engagement in mathematics (e.g., Antolin Drešar & Lipovec, 2017 ; Jay et al, 2018 ). This study supports these findings, with monitors having limited knowledge of mathematics or education, facilitators having some understanding of either education or mathematics, and enhancers having some understanding of both.…”

Section: Discussionmentioning

confidence: 99%

“…Parents with stronger backgrounds in mathematics are generally better at conveying mathematical ideas to their children and scaffolding their children’s mathematics learning (Hyde et al, 2006 ). Parents who are mathematicians are more likely than non-mathematicians to provide their children with a breadth of mathematical experiences and to involve themselves in their children’s mathematics homework (Antolin Drešar & Lipovec, 2017 ). Parents’ confidence in mathematics shapes their approach to supporting their children in mathematics (Muir, 2012 ).…”

Section: Introductionmentioning

confidence: 99%

“…Parents’ confidence in mathematics shapes their approach to supporting their children in mathematics (Muir, 2012 ). Parents who feel confident in mathematics are more likely to become involved in their children’s mathematics education than those who do not feel confident (Antolin Drešar & Lipovec, 2017 ), and parents with higher confidence in mathematics tend to provide more effective support to their children (Hyde et al, 2006 ). Conversely, parents with poor experiences of, or a lack of confidence in, mathematics can be reluctant to engage with their children’s mathematics education (Anthony & Walshaw, 2009 ; Jay et al, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

“…Some parents experience frustration with unfamiliar mathematical problem-solving methods that their children are taught at school, leading to reluctance to engage with their children’s mathematics learning (Jay et al, 2018 ). Differences between parents’ experiences of mathematics education and the mathematics education practices at their children’s schools are widely viewed as impacting negatively on parental engagement (Anthony & Walshaw, 2009 ; Antolin Drešar & Lipovec, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

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Parents’ experiences of mathematics learning at home during the COVID-19 pandemic: a typology of parental engagement in mathematics education

et al. 2023

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The COVID pandemic disrupted the schooling of students worldwide resulting in many having had a period of at-home learning. Many parents found themselves assuming responsibility for supporting their children’s at-home learning. Parents often find it difficult to support their children’s mathematics learning compared with other curriculum areas. There has been limited research exploring parental engagement in mathematics education generally, and little into parental engagement in mathematics education during the COVID pandemic. This paper examines how parents supported their child’s mathematics education during the school closures and identifies the factors that impacted this engagement. The Ecologies of Parental Engagement (EPE) model was used to help describe the engagement of different parents in mathematics education during the school closures and to examine the way the home space and available capital shaped parental engagement. Eight parents were selected from a larger Australian study that explored the impact of the pandemic-induced period of at-home schooling on primary school mathematics and science. One-on-one narrative interviews were conducted online with participants. Analysis identified three categories of parental engagement: monitors, facilitators, and enhancers. Parents in each category responded to their role in at-home learning differently, and accessed and activated different capital to support their child’s at-home learning in mathematics during the pandemic. Results highlight the value of emotional capital, as well as knowledge of mathematics and mathematics education, with implications for schools hoping to engage parents in mathematics learning. The study offers a typology to be explored in future research concerning parental engagement in mathematics education.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Parents’ experiences of mathematics learning at home during the COVID-19 pandemic: a typology of parental engagement in mathematics education

et al. 2023

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“…As a result, kindergarten teachers may need to empower parents to enable them to contribute to their young children's numeracy development. As there is a substantial gap in the coverage and content of numeracy activities that parents provide to their children (see Drešar & Lipovec, 2017), home-school partnerships should be fostered and supported. Prior studies have demonstrated the effectiveness of home-school partnerships in encouraging parents to support their children's mathematics learning (e.g., Sheldon & Epstein, 2005).…”

Section: Implications For Policy and Practicementioning

confidence: 99%

Investigating the associations of early numeracy activities and skills with mathematics dispositions, engagement, and achievement among fourth graders in the United Arab Emirates

Balala

Areepattamannil

Cairns

2021

Large-scale Assess Educ

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The present study aimed to examine the relations of early numeracy activities and skills to mathematics dispositions, engagement, and achievement among 26,859 fourth graders in the United Arab Emirates who took part in the sixth cycle of the Trends in International Mathematics and Science Study (TIMSS) in 2015. The study also explored the mediating effects of mathematics dispositions and engagement on the relations between early numeracy activities and skills and mathematics achievement among these fourth graders. Results of path analyses, after controlling for participants’ demographic and socioeconomic characteristics, indicated that early numeracy activities and skills were significantly and positively related to mathematics dispositions, engagement, and achievement. Further, results of mediational analyses suggested that confidence in mathematics had a significant mediating effect on the relations between early numeracy activities and skills and mathematics achievement. The findings of the study highlight the crucial role that early numeracy activities and skills play in enhancing fourth graders’ mathematics dispositions, engagement, and achievement in the United Arab Emirates.

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Lessons from Lockdown: Parent Perspectives on Home-learning Mathematics During COVID-19 Lockdown

Darragh

Franke

2021

Int J of Sci and Math Educ

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During the COVID-19 pandemic, many parents suddenly had to assume responsibility for their children’s learning at home. Research conducted before the pandemic showed that mathematics homework is often unsuccessful or stressful for both parents and children and that tension exists between home and school in the learning of mathematics. Understanding parents’ experience of home-learning mathematics during lockdown has implications for positive learning relationships between home and school in the future. During the lockdown, we sent an online survey to New Zealand parents and received 634 responses. We found that parents were generally very engaged in the home learning of mathematics. They reported a range of opinions about the quality of mathematics work and teacher support, and there was a correlation between general stress levels and negative opinions. To further support their child’s mathematics learning, many parents turned to online mathematics programs, about which they were very positive. Parents of younger children were more positive about their overall home-learning experiences of mathematics, but the crisis brought to the fore several pre-existing issues. We argue that these findings have implications for mathematics home learning in the future; we suggest that schools listen to parental feedback regarding the quality, level, and quantity of mathematics work. Additionally, schools could consider ways to deliver effective teacher support and to foster parental agency in helping their children with mathematics learning.

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Mathematical experiences and parental involvement of parents who are and who are not mathematicians

Cited by 6 publications

References 23 publications

Parents’ experiences of mathematics learning at home during the COVID-19 pandemic: a typology of parental engagement in mathematics education

Parents’ experiences of mathematics learning at home during the COVID-19 pandemic: a typology of parental engagement in mathematics education

Investigating the associations of early numeracy activities and skills with mathematics dispositions, engagement, and achievement among fourth graders in the United Arab Emirates

Lessons from Lockdown: Parent Perspectives on Home-learning Mathematics During COVID-19 Lockdown

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