Parental Scaffolding in Mathematics Homework Among Malaysian Private Preschoolers: a Case Study

Baranovich, Diana Lea; Fong, Pei Chin; Hutagalung, Fonny

doi:10.1007/s10763-017-9850-2

Cited by 7 publications

(4 citation statements)

References 27 publications

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“…Based on the description above, it can be said that the PBL model and scaffolding techniques can improve mathematical problem-solving abilities. This is supported by several research results, including: [20], [22], shows that increasing students' problem-solving abilities based on direct learning, and the PBL model have a positive impact on the development of students' mathematical problem-solving abilities. This research aims to improve mathematical problem-solving abilities…”

Section: Introductionsupporting

confidence: 55%

“…Scaffolding in this research is providing a certain amount of assistance to students in the early stages of learning and then reducing this assistance and giving students the opportunity to assume greater responsibility as soon as they are able to solve their own problems [19]. Providing scaffolding in learning to solve mathematical problems based on the cultural environment and social interaction has an important role in the development of human traits and types who can learn through interaction with adults and more capable peers so that they can stimulate new ideas and enrich students' intellectual development [20], [21].…”

Section: Introductionmentioning

confidence: 99%

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Applying scaffolding technique in Problem Based Learning (PBL) model on students’ mathematics problem solving ability

Mohamad Salam,

La Ndia,

La Misu

et al. 2024

World J. Adv. Res. Rev.

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This research aims to: (1) describe the factors that influence low mathematical problem solving abilities and the average increase in each indicator of mathematical problem solving abilities; (2) determine the effect of applying scaffolding techniques in the PBL model on mathematical problem solving abilities. The subjects of this research were class VIII students at SMPN 5 Kendari. Qualitative and quantitative methods were used in this research. The results of this research are: (1) Factors that influence students' low mathematical problem-solving abilities are the rare practice of questions related to problem solving and the learning model used by teachers is not suitable for learning mathematical problem solving. The average increase in each indicator of mathematical problem solving ability using the PBL model and DI model is: (a) understanding the problem 57.2 to 76.9 and 56.8 to 59.3; (b) solve questions 52.4 to 75.8 and 51.6 to 57.3; (c) answer questions 40.4 to 65.8 and 41.2 to 47.5; (2) students taught using the PBL model have higher scores than students taught using the DI model, so there is an influence of implementing the PBL model in improving the mathematical problem solving abilities of students at SMP 5 Kendari.

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Section: Introductionsupporting

confidence: 55%

Section: Introductionmentioning

confidence: 99%

Applying scaffolding technique in Problem Based Learning (PBL) model on students’ mathematics problem solving ability

Mohamad Salam,

La Ndia,

La Misu

et al. 2024

World J. Adv. Res. Rev.

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show abstract

“…Such an argument echoes McMullen and de Abreu ( 2011 ) who found that successful homework interactions between mother and child were affected by the identities of both as well as their valuing of different numeracy practices. Certainly, the quality of the parent–child interaction is important; research has found a range in the amount of scaffolding and positive support given by parents (Baranovich et al., 2019 ; Hyde et al., 2006 ) as well as the degree to which parents valued “productive struggle” during homework (Vazquez et al, 2020 , p. 1).…”

Section: Literature Backgroundmentioning

confidence: 99%

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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“…Investigations into how families help with homework are abundant, but the results as to whether or not familial help is efficacious are mixed (H. Cooper et al, 2012;Martinez, 2011). A few studies that specifically look at mathematics and the role of scaffolding do exist, but few have considered the role a family's social class may have on their ability to help a child with math homework (Baranovich et al, 2019;Hyde et al, 2006;Pratt et al, 1992). Hyde and colleagues (2006) demonstrated that a mother's education level did indeed positively correlate with their use of scaffolding techniques when helping with math homework.…”

Section: The Influence Of Social Class On Family Participationmentioning

confidence: 99%

The Influence of Social Class on Family Participation in Children’s Education: A Case Study

Vazquez¹,

Greenfield²

2021

Rev. colomb. psicol.

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Parental involvement in children’s education is commonly accepted as beneficial. However, family social class plays a crucial role in the efficacy of homework help. In a comparative case study, a low-income immigrant family from Mexico and a middle-income family in Los Angeles were observed helping their children with math homework and were asked questions about goals, tutoring strategies, and beliefs about learning. Qualitative analysis focused on two effective teaching methods: scaffolding and productive struggle. The low-income mother with little formal education provided direct help rather than a scaffold, and disapproved of hard problems. However, an older sibling with more education than her mother used scaffolding and believed that difficult problems aid learning. In these respects, she resembled the college-educated middle-income mother. The sister exemplifies how older siblings in immigrant families provide bridges to educational achievement for younger siblings. We suggest effective ways for schools to involve parents who lacked educational opportunity themselves to participate in the education of their children. How to cite this article: Vazquez, S. R., & Greenfield, P. M. (2021). The Influence of Social Class on Family Participation in Children’s Education: A Case Study. Revista Colombiana de Psicología, 30(1), 133-147. https://doi.org/10.15446/rcp.v30n1.89185

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Parental Scaffolding in Mathematics Homework Among Malaysian Private Preschoolers: a Case Study

Cited by 7 publications

References 27 publications

Applying scaffolding technique in Problem Based Learning (PBL) model on students’ mathematics problem solving ability

Applying scaffolding technique in Problem Based Learning (PBL) model on students’ mathematics problem solving ability

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

The Influence of Social Class on Family Participation in Children’s Education: A Case Study

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