Investigating Parental Influences on Sixth Graders' Mathematical Identity in Greece: A Case Study
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| Title: | Investigating Parental Influences on Sixth Graders' Mathematical Identity in Greece: A Case Study |
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| Language: | English |
| Authors: | Kafoussi, Sonia, Chaviaris, Petros, Moutsios-Rentzos, Andreas |
| Source: | International Electronic Journal of Mathematics Education. 2020 15(2). |
| Availability: | International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 6 Intermediate Grades Middle Schools |
| Descriptors: | Parent Influence, Grade 6, Elementary School Students, Foreign Countries, Self Efficacy, Mathematics Achievement, Parent Child Relationship, Family Environment, Parent Participation, Homework, Early Adolescents, Student Attitudes, Values |
| Geographic Terms: | Greece (Athens) |
| ISSN: | 1306-3030 |
| Abstract: | In this paper, we present a qualitative study about the parental influences on sixth graders' mathematical identity. The case study was conducted in a Greek primary school where fifteen children were interviewed through a series of questions for each of the following axes: attainment, attitudes, values, nature of mathematics, self-confidence and child-parent collaboration for homework, in line with the tri-focused model of Abreu and Cline (2003).The analyses drew upon two directions a) the students' positioning and, b) the types of students' resources. The results of the conducted analyses revealed qualitative differences with respect to the students' self-identification; between those who are self-identified as 'good' at mathematics and those who identified themselves as being 'average' at mathematics. According to our results the parental influences on the construction of the students' mathematical identity at home is interwoven with their interaction with their parents. The students expressed positive dispositions and beliefs about their ability to participate and perform effectively in mathematical tasks when they collaborated with their parents at home in an environment of confidence. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1235418 |
| Database: | ERIC |
| Abstract: | In this paper, we present a qualitative study about the parental influences on sixth graders' mathematical identity. The case study was conducted in a Greek primary school where fifteen children were interviewed through a series of questions for each of the following axes: attainment, attitudes, values, nature of mathematics, self-confidence and child-parent collaboration for homework, in line with the tri-focused model of Abreu and Cline (2003).The analyses drew upon two directions a) the students' positioning and, b) the types of students' resources. The results of the conducted analyses revealed qualitative differences with respect to the students' self-identification; between those who are self-identified as 'good' at mathematics and those who identified themselves as being 'average' at mathematics. According to our results the parental influences on the construction of the students' mathematical identity at home is interwoven with their interaction with their parents. The students expressed positive dispositions and beliefs about their ability to participate and perform effectively in mathematical tasks when they collaborated with their parents at home in an environment of confidence. |
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| ISSN: | 1306-3030 |
