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Mathematics Workshop for Parents: The Conceptual Understanding and Language of Mathematics

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Bibliographic Details
Title: Mathematics Workshop for Parents: The Conceptual Understanding and Language of Mathematics
Language: English
Authors: Christa Lynn Hanley
Source: ProQuest LLC. 2023Ed.D. Dissertation, Piedmont University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 252
Publication Date: 2023
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education
Descriptors: Mathematics Education, Parent Education, Parent Workshops, Program Effectiveness, Parent Participation, Knowledge Level
ISBN: 979-83-8109-507-4
Abstract: This study aimed to test how mathematics workshops about current mathematics trends led to differences in parents' involvement, perceived difficulties, home support and expectations for mathematics, and their ability to communicate their understanding of current mathematics knowledge. The study occurred at five elementary schools in a rural northeast Georgia school district. Parents of kindergarten through fifth-grade students had the opportunity to participate in the mathematics workshop series. This study followed a mixed-methods, pre-post survey, action research design in the collection and analysis of data. Quantitative data was collected before and after the workshop series through a 6-point Likert scale questionnaire, 10 open-ended response questions, and a multi-step story problem. For the study's qualitative aspect, I compared each participant's pre- and post-workshop strategies for the six open-ended response questions and the three parts of the multi-step story problem. This study could not establish the impact of mathematics workshops on the participants' parental involvement, perceived difficulties, home support, and expectations for mathematics. However, the mathematics workshops positively impacted the participants' ability to communicate their understanding of current mathematics knowledge. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2024
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30689283
Accession Number: ED640722
Database: ERIC
Description
Abstract:This study aimed to test how mathematics workshops about current mathematics trends led to differences in parents' involvement, perceived difficulties, home support and expectations for mathematics, and their ability to communicate their understanding of current mathematics knowledge. The study occurred at five elementary schools in a rural northeast Georgia school district. Parents of kindergarten through fifth-grade students had the opportunity to participate in the mathematics workshop series. This study followed a mixed-methods, pre-post survey, action research design in the collection and analysis of data. Quantitative data was collected before and after the workshop series through a 6-point Likert scale questionnaire, 10 open-ended response questions, and a multi-step story problem. For the study's qualitative aspect, I compared each participant's pre- and post-workshop strategies for the six open-ended response questions and the three parts of the multi-step story problem. This study could not establish the impact of mathematics workshops on the participants' parental involvement, perceived difficulties, home support, and expectations for mathematics. However, the mathematics workshops positively impacted the participants' ability to communicate their understanding of current mathematics knowledge. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ISBN:979-83-8109-507-4