Mathematics Education: 2015 Second World Conference of Science and Mathematics Education 15-17 October Kyrenia, Cyprus Mathematics Education: What Mothers have to say about supporting their young adolescent children. Karen Nicholas, Senior Lecturer, University of Canterbury karen.nicholas@canterbury.ac.nz

The Major Issue Young adolescents (11-13 year old) perform most poorly in mathematics, particularly in year 7 and 8, before proceeding to secondary education. Of these children, those from low SES and disadvantaged groups do least well. Changes within mathematics education pedagogical approaches have left home supports less informed and able to assist. Ensuring mothers can support, encourage and communicate on their 11-13 year old children’s mathematics learning is a key factor to encouraging achievement.

Consequences For children who leave primary school aged 13 years, there is a drop in mathematics achievement for all groups. Those who were significantly disengaged and in low achievement bands by the end of primary schooling are likely to remain in underachievement, often disengaging completely with mathematics education by the end of year 10 (2nd year of secondary schooling).

Our Study: The wider study involved 9 parents, 34 children, 6 principals and 8 teachers in 6 primary schools. Through qualitative interview methods we sought to uncover views on Literacy and Mathematics learning from different stakeholder perspectives. The study for this paper involved 8 mothers from 3 low SES schools, and information from teachers about their children. Four of the children were also interviewed.

The Mothers Of the 8 mothers: 2 were from minority groups who are underachieving in mathematics education; 3 self-assessed as being poor at mathematics, 1 as average and 4 above average; 4 assessed themselves as negative towards mathematics; 2 mothers who reported low achievement and negative feelings about mathematics had children deemed ‘at risk’ in mathematics learning.

Theoretical Framework Bronfenbrenner (1996) and Vygotsky (1978) contend that learning is a socio-cultural dynamic with home influences important contexts to learning. Civil & Bernier (2006) contend that home environments play a large part in mathematics learning, particularly depending on parents’ education achievements and willingness to upskill mathematics knowledge. Epstein and colleagues (1986, 1991, 1992, 2009) identified six types of parental involvement.

Key Findings 1 There was a strong correlation between mothers’ self-assessed level of mathematics achievement and attitude, and children’s formally assessed achievement and self-assessment of attitude. Low achieving mothers’ shared deep fears about mathematics and showed courage confronting this for the sake of their children.

Key Findings 2 Mothers who were confident with their own mathematics attitude and ability were much more willing to communicate with classroom teachers and provide content help with their children. Confident mothers discussed mathematics concepts at home, in a variety of contexts, whilst less confident mothers focussed on money and shopping equations, and traditional times table learning.

Key Findings 3 All mothers interviewed recognised the importance of mathematics skills and worked at their own knowledge level to encourage home contexts and provide socio-cultural opportunities. Those with low attitudes were more likely to regard classrooms and teachers as the main factor in their children’s success in mathematics. All mothers expressed concerns about the changes in approach to teaching mathematics. More confident mothers researched this on the Internet, or asked teachers.

Conclusions and Recommendations Provision of opportunities for mothers to meet together and discuss learning in mathematics. Need for teachers to become aware of the attitudes and achievements in mathematics by primary care-givers, as this can influence home and school learning partnerships. Awareness of possible risk factors for children if the home environment cannot support more advanced mathematics learning.

References Bronfenbrenner, U. (1996). Developmental ecology through space and time: a future perspective. In P. Moen, G. Elder & K. Luscher (Eds.), Examining lives in context: Perspectives on the ecology of human development. Washington DC: American Psychological Association. Civil, M., & Bernier, E. (2006). Exploring images of parental participation in mathematics education: Challenges and possibilities. Mathematical Thinking and Learning,, 8(3), 309-330. Epstein, J. L. (1986). Parents' reactions to teacher practices of parent involvement. The Elementary School Journal, 86(3), 277-294. Epstein, J. L., & Connors, L. (1992). School and family partnerships. Practitioner, 18(4), 1-10. Epstein, J. L., & Dauber, S. L. (1991). School programs and teacher practices of parental involvement in inner-city elementary and middle schools. The Elementary School Journal, 91(3), 289-305. Epstein, J. L., Sanders, M. G., Simon, B. S., & Salinas, K. C. (2009). School, Family, and Community Partnerships: Your Handbook for Action (Third ed.). Thousand Oaks, CA: Corwin Press. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.