Investigating Parental Influences on Sixth Graders' Mathematical Identity in Greece: A Case Study

Autor/inn/en	Kafoussi, Sonia; Chaviaris, Petros; Moutsios-Rentzos, Andreas
Titel	Investigating Parental Influences on Sixth Graders' Mathematical Identity in Greece: A Case Study
Quelle	In: International Electronic Journal of Mathematics Education, 15 (2020) 2, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3030
Schlagwörter	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; Greece (Athens) + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; Ausland; Self-efficacy; Selbstwirksamkeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Familienmilieu; Elternmitwirkung; Hausaufgabe; Schülerverhalten; Wertbegriff
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01