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dc.contributor.authorRobinson, Donna Maira
dc.description.abstractParents 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.
dc.subjectparental involvement
dc.subjectiddle grades
dc.subjectmathematics achievement
dc.subjectmathematics homework
dc.subjectparents' beliefs
dc.subjectparents' self-efficacy
dc.titleParental involvement and middle grades mathematics education
dc.description.departmentElementary Education and Social Studies Ed
dc.description.majorMiddle School Education
dc.description.advisorMartha Allexsaht-Snider
dc.description.committeeMartha Allexsaht-Snider
dc.description.committeeDenise Glynn
dc.description.committeeDiane Samdahl

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