PARENTAL INVOLVEMENT IN MATHEMATICS LEARNING OF THEIR CHILDREN: PARENTAL PERCEPTIONS

Abstract

The purpose of this study is to understand about parental perceptions about their involvement in mathematics learning of their children. Specially, this study sought to know about parental perceptions about why do or why don’t they involve themselves in their children’s mathematics learning. This study sought to know parental perceptions for their involvement by studying: (1) their beliefs about educating their children and their beliefs about understanding mathematics, (2) their own mathematics experience and level of education, and (3) invitation from their children and invitation from mathematics teacher. I used qualitative approach to interpret the understanding of the parents. I employed in-depth interviews to capture their views on the basis of my research questions to know about how do they perceive their role for their involvement in mathematics learning of their children and how do they make decisions about their involvement. I found that parental perceptions regarding to their involvement in their children’s mathematical learning was influenced by parents’ belief about involvement, learning experience and level of education and invitations by child and math teacher. I further found that the beliefs about their role for educating their children guided parents for why to involve. Learning experiences and level of education helped parents for how to help his/her child to learn mathematics. Invitations from children and mathematics teachers motivated parents for involvement in their children’s mathematics learning