International Electronic Journal of Mathematics Education

Investigating Parental Influences on Sixth Graders’ Mathematical Identity in Greece: A Case Study
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Kafoussi S, Chaviaris P, Moutsios-Rentzos A. Investigating Parental Influences on Sixth Graders’ Mathematical Identity in Greece: A Case Study. INT ELECT J MATH ED. 2020;15(2), em0572. https://doi.org/10.29333/iejme/6279
APA 6th edition
In-text citation: (Kafoussi et al., 2020)
Reference: Kafoussi, S., Chaviaris, P., & Moutsios-Rentzos, A. (2020). Investigating Parental Influences on Sixth Graders’ Mathematical Identity in Greece: A Case Study. International Electronic Journal of Mathematics Education, 15(2), em0572. https://doi.org/10.29333/iejme/6279
Chicago
In-text citation: (Kafoussi et al., 2020)
Reference: Kafoussi, Sonia, Petros Chaviaris, and Andreas Moutsios-Rentzos. "Investigating Parental Influences on Sixth Graders’ Mathematical Identity in Greece: A Case Study". International Electronic Journal of Mathematics Education 2020 15 no. 2 (2020): em0572. https://doi.org/10.29333/iejme/6279
Harvard
In-text citation: (Kafoussi et al., 2020)
Reference: Kafoussi, S., Chaviaris, P., and Moutsios-Rentzos, A. (2020). Investigating Parental Influences on Sixth Graders’ Mathematical Identity in Greece: A Case Study. International Electronic Journal of Mathematics Education, 15(2), em0572. https://doi.org/10.29333/iejme/6279
MLA
In-text citation: (Kafoussi et al., 2020)
Reference: Kafoussi, Sonia et al. "Investigating Parental Influences on Sixth Graders’ Mathematical Identity in Greece: A Case Study". International Electronic Journal of Mathematics Education, vol. 15, no. 2, 2020, em0572. https://doi.org/10.29333/iejme/6279
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Kafoussi S, Chaviaris P, Moutsios-Rentzos A. Investigating Parental Influences on Sixth Graders’ Mathematical Identity in Greece: A Case Study. INT ELECT J MATH ED. 2020;15(2):em0572. https://doi.org/10.29333/iejme/6279

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.

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