Investigating Parental Influences on Sixth Graders’ Mathematical Identity in Greece: A Case Study
Sonia Kafoussi 1 * , Petros Chaviaris 1, Andreas Moutsios-Rentzos 1
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1 University of the Aegean, GREECE* Corresponding Author

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.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2020, Volume 15, Issue 2, Article No: em0572

https://doi.org/10.29333/iejme/6279

Publication date: 10 Nov 2019

Article Views: 1733

Article Downloads: 1119

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