Investigating Parental Attitudes and Beliefs in Mathematics Education

This study investigated views held about mathematics education by parents of a small inner-city primary school. Similarities in responses indicated consistency of ideas. Respondents demonstrated a broad understanding of mathematics and disagreed with a number of stereotypical statements about mathematics and mathematics education. They were keen to increase their knowledge and understanding of the mathematics curriculum and teaching practices. They showed high levels of interest in assisting their children with mathematics and provided a wealth of ideas for supporting learning. The promotion of parental influence and involvement in education has been evident in educational literature and various learning initiatives in recent years. As well as providing a supportive home environment there is increasing recognition of the importance of the home-school link. Children's learning is claimed to be enhanced “by effective partnerships between school and home ” (Ministry of Education, 1999a, p. 3) and emphasis has been placed upon parents as ‘active partners ’ in the production of educated children (McNamara, Hustler, Stronach, Rodrigo, Beresford, & Botcherby, 2000). However, parental approaches to involvement in mathematics learning are influence