EFFECTS OF PARENTAL ROLES IN STUDENTS’ MATHEMATICAL LEARNING: HOW DOES THE EDUCATION LEVEL OF PARENTS EFFECT THEIR INVOLVEMENT?

Year 2014, Volume: 1 , 84 - 89, 31.05.2014

Şule Şahin Doğruer

Abstract

The
purpose of this is qualitative study was to explain the parents’ (specifically
mothers’ in this study) own experiences with mathematics, and how these
practices affected beliefs and motivation about mathematics, their roles in
involvement of their children’s mathematics learning process. While explaining
the phenomenon, the expectancy value and attribution theories were used. There
were seven themes related to the obtained codes from the study. These were:
Understanding of Mathematics, Importance of Mathematics, Knowing Mathematics,
Nature of School practices, Mother Competency, Mother as Resource Provider, and
Mother as Motivator. The study tried to explain whether their parental roles
can be explained through the context of parental views of the importance of the
subject and their involvement, through expectations for successful outcomes as
a result of their involvement. Additionally, this study tried to investigate
whether the education level of parents’ effect their parental involvement their
children’s mathematical learning process. 

Keywords

parental involvement, parents’ roles, mathematics, learning, teaching, student motivation

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