Matematik Öğretiminde Aile-Ebeveyn Katılımının Önemi: Kapsamlı Bir Derleme

Year 2025, Issue: Aile Özel Sayısı, 178 - 201, 30.09.2025

Yılmaz Mutlu , Semih Uçar , Yavuz Erdem , İhsan Söylemez

https://doi.org/10.33709/ictimaiyat.1681751

Abstract

Bu derleme, aile ve ebeveyn katılımının matematik eğitimi üzerindeki çok boyutlu etkilerini, çocukların akademik başarı, motivasyon, özgüven ve matematiksel düşünme becerilerinin gelişimi bağlamında kapsamlı biçimde incelemektedir. Çalışmada, ebeveyn katılımının teorik temelleri sosyokültürel ve ekolojik sistemler yaklaşımları çerçevesinde ele alınmış, katılımın yalnızca ödev takibi ve veli toplantıları gibi biçimsel etkinliklerle sınırlı olmadığı; günlük yaşam uygulamaları, kültürel deneyimler ve informal öğrenme fırsatlarını da kapsadığı vurgulanmıştır. Okul-temelli, ev-temelli ve topluluk/kültürel boyutlarda katılım biçimleri ayrıntılı olarak incelenmiş; ebeveyn kaygısı, yönlendirme stilleri ve motivasyonun çocuğun öğrenme çıktıları üzerindeki etkileri tartışılmıştır. Düşük sosyoekonomik düzeydeki ve göçmen ailelerin karşılaştığı yapısal ve kültürel engeller ile eşitliği artırmaya yönelik stratejiler ayrıca değerlendirilmiştir. COVID-19 döneminde uzaktan eğitimle ebeveynlerin üstlendiği yeni roller, dijital araçların yarattığı fırsatlar ve teknolojik eşitsizlikler de ele alınmıştır. Son bölümde, ebeveyn atölyeleri, ev odaklı etkinlikler, teknoloji destekli uygulamalar ve kültürel kaynakların eğitime entegrasyonu gibi pratik öneriler sunulmuştur. Genel olarak, çalışma ebeveyn katılımının sürekliliğini ve çok boyutlu doğasını vurgulayarak aile-okul-öğrenci iş birliğinin kritik önemini ortaya koymaktadır.

Keywords

Aile-Ebeveyn Katılımı , Matematik Eğitimi , Ebeveyn Kaygısı , Yönlendirme Stilleri

Ethical Statement

Yazar(lar), çalışmanın hazırlanma sürecinde etik ilkelere uyduklarını beyan etmiştir.

The Importance Of Family-Parental Involvement in Mathematics Education

Abstract

This review comprehensively explores the multifaceted impact of family and parental involvement in mathematics education on children’s academic achievement, motivation, self-confidence, and the development of mathematical thinking skills. The study outlines the theoretical foundations of parental involvement within sociocultural and ecological systems approaches, stressing that participation extends far beyond formal activities such as homework supervision and parent-teacher meetings, and includes meaningful everyday practices, cultural experiences, and informal learning opportunities. Different forms of involvement—school-based, home-based, and community or cultural dimensions—are examined in detail, while the effects of parental anxiety, guidance styles, and motivational factors on children’s learning outcomes are discussed. Special emphasis is placed on the challenges faced by families from low socioeconomic backgrounds and immigrant communities, highlighting the structural and cultural barriers that may limit their participation, as well as strategies to enhance equity. The review also addresses the new parental roles during the COVID-19 distance learning period, evaluating both the technological inequalities and the opportunities created by digital tools. Finally, practical recommendations are offered, including parent workshops, home-centered mathematics activities, technology-supported practices, and the integration of cultural resources into education. Overall, the study emphasizes the continuous and multidimensional nature of parental involvement, underscoring the critical importance of sustainable family-school-student collaboration.

Keywords

Family-Parental Involvement , Mathematics Education , Parental Anxiety , Guidance Styles

Ethical Statement

The author(s) declared that they complied with ethical principles during the preparation of the study.

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