Theoretical Factors Affecting Parental Roles in Children's Mathematical Learning in American and Chinese-Born Mothers

Y

24

Mathematics Curriculum; Behavior Theories; Mothers; Parent Participation; Mathematics Instruction; Teacher Competencies; Foreign Countries; Asian Culture; Parent Attitudes; Cultural Influences; Cultural Differences; Competence; Parents as Teachers; Expectation; Immigrants; Chinese Americans; Elementary School Mathematics

China; Florida

1059-308X

This introductory qualitative study sought to explain American and Chinese-born mothers' personal beliefs and experiences with mathematics, views of U.S. mathematics curriculum, and how these factors influenced motivation regarding roles played in their children's mathematical learning through expectancy-value and attribution theories. The following eight themes were revealed from interview data with 11 mothers: (a) nature of math; (b) knowing math; (c) importance of math; (d) teaching math; (e) teacher competency; (f) parent competency; (g) parent as resource provider; and (h) parent as monitor/motivator. The authors argue that similarities and differences between American and Chinese-born mothers regarding their parental roles can be explained through the context of parental views of the importance of the subject and their involvement, through expectations for successful outcomes as a result of their involvement, and by feelings concerning the ability to control their children's successes. (Contains 3 tables.)

As Provided

31

2012

EJ957130