Parental involvement and middle grades mathematics education
Robinson, Donna Maira
MetadataShow full item record
Parents of seventh grade students in an urban Georgia middle school that has a magnetcomponent were surveyed in Spring, 2008. Aspects of their involvement in their childrenÕseducation in general, and specifically in their childrenÕs mathematics learning were examined.Findings show that the most common type of parental involvement in homework in general wasrule setting about homework, while the most popular form of parental involvement inmathematics homework was checking for childrenÕs understanding. Also, parents reported thatthey tutored, or assisted their children with mathematics homework significantly less often thanthey did with homework in general. ParentsÕ beliefs and attitudes towards mathematics, theirexpectations for their childrenÕs mathematics education, and their self-efficacy for helping theirchildren succeed in mathematics, were also examined. The results showed that while parentsassigned low levels of importance to mathematics, they had high expectations for their childrenÕsperformance in mathematics. However, their perception of their self-efficacy for helping theirseventh grade children with mathematics was not very strong. Interestingly, parentalinvolvement in mathematics was shown to have a significant negative relationship withmathematics achievement.