Abstract
AbstractParental involvement in mathematics learning can positively affect student achievement and wellbeing but is challenging to establish and maintain. Asian immigrants make up around 15% of New Zealand’s population, yet little is known about these parents’ involvement in their child’s schooling. To examine the experiences of parental involvement in their child’s mathematics learning of East Asian parents, data from semi-structured interviews carried out with eleven parents were considered in light of a common parental involvement framework. Parents’ perspectives about the mathematics curriculum were found to come mainly from communication with teachers and observation of their child’s learning. Parents desired improved involvement in their children’s mathematics learning and better communication with their child’s teacher. Implications include that to capitalise on the potential of parental involvement for improving mathematics learning, teachers must prioritise effective communication with parents to enable their involvement.
Funder
Victoria University of Wellington
Publisher
Springer Science and Business Media LLC
Cited by
3 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献