A Narrative Study of Child's Views on Parental Involvement in Math
DOI:
https://doi.org/10.55707/ds-po.v40i1.169Keywords:
mathematics education, parental involvement, mathematical activities, qualitative research, narrative approachAbstract
In this qualitative study, we utilized a narrative analysis and analysis of narration to explore parental involvement in mathematical education from the perspective of a child raised by parents with strong mathematical backgrounds. Through the narrative analysis, we identified key events, incidents, actions, and people from the child's account of his mathematical experiences and the role of mathematics in his family life, constructing a coherent narrative of his experiences. The analysis of the narration provided a detailed insight into his mathematical experiences and perception of parental involvement in mathematics. The findings reveal how deeply mathematics can be integrated into family life, bringing both benefits and challenges. While parental expertise can profoundly shape a child’s education, it may sometimes be perceived as overwhelming, with mathematics pervading many aspects of daily life. The study emphasizes fostering environments that encourage mathematical exploration and independence while balancing academic demands to prevent stress. Recommendations for practice include promoting integrative approaches to mathematics in daily life, supporting independent problem-solving, and incorporating children's perspectives in educational research to better understand the dynamics of parental involvement in mathematics education.
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