Why is parental involvement in children's mathematics learning hard? Parental perspectives on their role supporting children's learning

JAY, Tim, ROSE, Jo and SIMMONS, Ben (2018). Why is parental involvement in children's mathematics learning hard? Parental perspectives on their role supporting children's learning. Sage Open, 8 (2), 1-13.

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Official URL: http://doi.org/10.1177/2158244018775466
Link to published version:: https://doi.org/10.1177/2158244018775466

Abstract

This article focuses on parents’ experiences and practices supporting children’s mathematics learning. We employ a conceptual framework that makes a distinction between school-centered and parent-centered approaches to parental involvement in children’s learning. We review literature showing that aspects of both school-centered and parent-centered approaches can be problematic, and explore this further in a group interview study. Group interviews were conducted with parents of children in 16 primary schools in a city in the southwest of England. Topics of discussion included parents’ level of confidence and perceived ability in mathematics, their experience of doing mathematics with their children out-ofschool, and their interactions with school about mathematics. Findings revealed some specific negative effects of school-centered approaches, and suggested that school-centered approaches may in fact restrict parents’ understanding of how they can support mathematics learning in the home. However, the analysis also adds useful depth to our understanding of opportunities associated with a parent-centered approach to parental involvement in mathematics learning.

Item Type: Article
Research Institute, Centre or Group - Does NOT include content added after October 2018: Sheffield Institute of Education
Identification Number: https://doi.org/10.1177/2158244018775466
Depositing User: Tim Jay
Date Deposited: 11 May 2018 10:51
Last Modified: 16 May 2018 19:16
URI: http://shura.shu.ac.uk/id/eprint/21098

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