CHAPTER 20: Cultivating Parent-Child Collaboration Concerning Mathematical Learning

ABSTRACT

There is a critical need for teachers to guide parents on how to support classroom practices so that the goal of students succeeding in mathematics can be achieved. This chapter reports on a study that was undertaken to address this need. The study investigated the extent to which Pre-K through 8th grade parents collaborate with their children on mathematical tasks. It included an evaluation of a model mathematics initiative designed with conditions that sought to cultivate productive collaboration between parents and their children. Findings reveal significant grade level differences in parent-child collaboration, specific parental needs that warrant attention, and favorable feedback on efforts designed to energize the home-school mathematics connection. Findings serve to enhance the content of teacher education programs so that preservice and in-service teachers become knowledgeable of parental needs and sufficiently prepared to nurture parent-child collaboration concerning mathematical learning.