The Effects of a Family Math Night on Preservice Teachers’ Perceptions of Parental Involvement

Abstract

This study examined the impact of a Family Math Night on preservice teachers' perceptions of low-income parents and their engagement in their children's education. Participants were enrolled in an elementary mathematics methods course; one section served as the treatment group. Participants were required to aid in the planning and implementation of a Family Math Night held at a school serving a predominantly African American, high-poverty community. Results of a pre-and post-survey analysis indicate that the treatment group had more positive perceptions of parental involvement overall. These results were not sustained 1 year later, suggesting important implications for mathematics teacher educators. Keywords elementary school, parent participation, parental involvement, poverty, preservice teachers, teacher education Urban Education 47 (6) 4. Learning at home: Supporting families to learn strategies to help children at home; 5. Decision making: Involving families in decisions about school programs that will impact children's learning; and 6. Collaborating with the community: Working with the community to create mutually beneficial resources (Epstein, 2001;Epstein et al., 2002).This article explores PSTs' perceptions of parental involvement in reference to the role of communication (Type 2) and methods to help parents learn how to help their children at home (Type 4). Specifically, the Family Math Night intervention that the PSTs engaged in allowed them the opportunity to open the lines of communication with parents and to support parents to learn specific mathematics strategies and activities that they could then practice with their children at home.This typological description of parental involvement (Epstein, 2001;Epstein et al., 2002) is based on extensive research in the area. This work further suggests that parental involvement is correlated with student performance (Scott Stein & Thorkildsen, 1999). In exploring this correlation Epstein and colleagues found that parents in higher-income settings are more involved in their children's education than low-income parents. Findings such as these may support preconceptions of parental involvement held by teachers. However, as indicated by Epstein and others, schools and teachers play an important role in family involvement. It is important for schools to consider the population of students (and parents) they serve when designing opportunities for parental involvement. It may be the structure of the interactions, rather than a lack of desire on the part of parents in lowincome settings, that prevent parents from becoming involved in their children's education.Perhaps because the connections between parental involvement and student performance are so strong, teachers often point to the lack of parental involvement by low-income, minority parents as a key factor in poor student performance and the achievement gap between low-income, minority students and their higher-income peers. Walker (2007) cites literature that it is common for teachers to perceive that the a...

Family Mathematics Nights: An Opportunity to Improve Preservice Teachers' Understanding of Parents' Roles and Expectations

“…Consistent with existing literature summarized by Jacobbe et al. (), prior to the FMN, the PSTs had negative perceptions of parents and their involvement, expecting only one out of every four parents to be involved. PSTs working with Jacobbe et al.…”

“…Literature exploring the potential and benefits of FMNs as opportunities for PSTs discussed structures for the design of the event (Pohan & Adams, ) and types of activities/stations enacted (Freiberg, ; Lachance, Benton, & Klein, ). Other studies focused on the impact of such nights on those participating (Jacobbe, Ross, & Hensberry, ; Kurz, ; Kurz & Kokic, ; Pohan & Adams, ). In the following sections, we review (a) three of the reasons FMNs are adopted by teacher educators and (b) PSTs' perspectives on FMNs as reported in previous studies.…”

“…Although the development of relational practice (Fletcher, ; Grossman et al., ) is a central goal of teacher education in general, relationships with children are most often the focus. Facilitating FMNs helps PSTs gain insight into the role families play in students' success in school (Jacobbe et al., ; Pohan & Adams, ).…”

“…Jacobbe et al. () explored perceptions about family engagement of PSTs in their second to last year of a teacher preparation program. Consistent with existing literature summarized by Jacobbe et al.…”

“…PSTs working with Jacobbe et al. () had little opportunity to work in the field prior to their experience with FMN. PSTs working with Pohan and Adams (), on the other hand, were situated in a community school two days per week.…”