How does parental attitude to mathematics affect the mathematical engagement of children?

This case study considers the correlation between parental attitudes to mathematics and the mathematical engagement of their children. It is set within the context of an urban primary school on the south coast of England and focuses on a class of year 1 children and their parents. Although observations and school policy were utilised to create additional depth to the researcher’s understanding of the setting, the primary research method was through questionnaires issued in pairs to children and their parents. These were completed and returned anonymously to increase the validity of responses against participants responding as they thought the researcher would expect. The key attitudinal areas considered were usefulness of mathematics, enjoyment of mathematics and mathematical self-efficacy. Participants were also asked to indicate gender to facilitate analysis of trends in responses on this basis, in consideration of the current drive by the UK Government to encourage females into science, technology, engineering and mathematics (STEM) education and careers. Overall, positive attitudes to at least one of the key areas investigated were recorded by a high proportion of respondents. Some correlation between parental and child attitudes was apparent. Additionally, an interrelationship between the areas studied was also evident through analysis of the findings