Shuk-Kwan S. Leung
National Sun Yat-sen University, Taiwan, R.O.C
leung@mail.nsysu.edu.tw
Parental Involvement in children’s math learning (K-6) (2/2)
This is an intervention project on parental involvement with a goal to enhance children’s learning in mathematics. In an
elementary school near my university, I offered bi-weekly
Friday Math for parents and children year round for each grade over time. Results for grade 1-4 were reported (Leung, 2012;
Leung, 2015, in Chinese). The project was extended to
kindergarten (Leung, 2018, Leung, 2019, ICDEL) and finally grade 5 and grade 6.
II.2015 to 2016 I. 2010 to 2014 III. 2017-2018 2019
This study is a part of a larger study on parental
involvement in math learning of children (K-6) in Taiwan.
The project was funded by the Ministry of Science and Technology of Taiwan (MOST) under contract number MOST 105-2511-S-110-004-MY3.However, opinions in this report represent position of the author and not the funding agency.
1.1 Parental Involvement
1) Educating the next generation is a responsibility for all.
2) Educate in Chinese: Cultivate for growth, to foster
教育
3) Research on large scale comparative studies confirmed the importance of parents’
involvement (e.g. Chiu & Zeng, 2008).
4) Parents contributed to academic achievement, positive behaviours, and emotional
development of children (e.g., Stevenson &
Lee, 1990; Weston, 1989).
I. Introduction
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1.2 Partnership of home, school and community.
In US, the project NNPS (Epstein, 1995).
In New Zealand, families of socioeconomic status (Maher, 2007).
For Latinos families (e.g. CEMELA,, Civil &
Bernier, 2006).
I. Introduction
Teacher
educator Teacher
Parents
1.3 Parental Roles
Cai (2003)
1) motivator,
2) monitor,
3) resource provider,
4) mathematics content adviser,
5) motivator and monitor.
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I. Introduction
Civil and Bernier (2006)
1) Learners
2) Teachers
3) Facilitators
4) Leaders
Cai (2003)～Parents as Teachers (Civil & Bernier 2006)
1.4 Two research questions
1) What roles do parents assume as they participate this project over time?
2) What exemplars can be collected as evidence of roles that carry potentials in enhancing parents and children’s math learning?
I. Introduction
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2.1 Intervention projects for parental involvement in math learning
In both US and in Taiwan, parental concern for
children’s learning of mathematics is emphasized in curriculum standards documents.
Families become advocates for education standards when they understand the importance of high-quality mathematics education for their children. (p. 378).
In Taiwan math curriculum standards documents (MOE, 2003), there is a part on reminding parents;
“learning math should be a happy experience to students.”
II. Literature review & theoretical framework
2.3 Working Together
Sharing knowledge (Jaworski, 2008)
Teacher educator
Teacher
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II. Literature review & theoretical framework
In this study, a third circle is used to include parents.
Teacher
educator Teacher
Parents
Research studies on enhancing math learning, the activity can be in form of a game (van den Heuvel Panhuizen & Buys, 2008; Leung & Lo, 2010),
reading a picture book (van den Heuvel Panhuizen, Boogard, & Doig, 2009), posing problems and diary writing (Leung & Wu, 2000),
completing a math trail (English, Humble & Burmes, 2010).
3.1 The case
Case study Yin (1994).
The teacher educator
The elementary school teacher
graduate student
parents and children
III. Method
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3.2 Three stages
Grade 1~4
K1~K2
Grade 5~6
3.21 A typical Friday Math Camp (Time: 13:40 to 15:20) Grade 1~4
Lesson 2: Parent-Child 1, Parent-Child 2…n 14
III. Method
Lesson 1: Parents Lesson 1: Children
3.22 kindergarten
ICEDL
Tasks
3.23 Grade 5~6
This Report
Parent-child activities
Parent Child
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III. Method
3.3 Data Source and Analyses
3.31 Data were videos, photographs, worksheets, lesson plan (rules of games), math diaries,
questionnaires and focus group interviews.
3.32 The data were analyzed qualitatively as in Creswell (2017, Third Edition)
III. Method
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Roles and Exemplars of Parents
Results indicated that research-based tasks in math camp engaged parents as learners, teachers,
facilitators and leaders (Civil and Bernier, 2006).
Such roles also enabled parents to take charge of children’s math learning in school, at home and in community.
4.1 Parents as Learners
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IV. Results and discussions
10/05 12/07
02/22
11/17 01/02 06/08
Learners
Math
Childeren’s thinking
Misconseptions
Textbook
Exam paper
02/22
4.2 Parents as teachers:
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IV. Results and discussions
11/12
11/16 02/22
12/29 04/27
05/04
Teachers
Post problem
1) motivator,
2) monitor,
3) resource provider,
4) mathematics content adviser,
5) motivator and monitor.
4.2 Parents as teachers:
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IV. Results and discussions
• Diaries (5-1;106.10.06)
一、我是如何進行此活動的？(請描述大人小孩的互動) 玩物盡其用時：
讓孩子自行排卡，我在旁邊看。弟弟對除法尚不熟(其於加減乘無 困難)；但哥哥會主動詢問可否用四則運算(因為想一次用掉很多 牌)。p.s.事前有說明：牌剩越少越厲害喔!
(家長：慧禎；寶貝：宇諺、宇謙) 玩因數大老二時：
(1)互相輪流玩，(2)讓寶貝自己一個人玩全部。
(家長：芳江；寶貝：秉臻) 玩分數撲克牌時：
告訴孩子這個玩法像玩抽鬼牌一樣，只是要將卡片中的數字合成 一個圓，孩子覺得很新奇。
(家長：助援；寶貝：洺瑜)
(家長：宜紋；寶貝：懷謙)
• Worksheets (5-2;107.04.27)
附件七：家長提供「線對稱圖形」學習單
• Worksheets (5-2;107.05.04)
附件九：家長提供「計算表面積我最棒」學習單
• Worksheets (5-2;107.06.08)
附件十：家長提供「你說我畫(畫百分比)」學習單
4.3 Parents as facilitators :
IV. Results and discussions
10/06
10/27 01/02
Facilitators
Share thoughts
Check
Interact
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4.4 Parents as leader
IV. Results and discussions
01/02
03/23 04/13
Leaders
Give a talk
Explain solution
Demonstrate how
Report findings
Tell stories
Create methods
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4.5 One more role：Parents as observer
I arrange for parents to observer me teach their children.
IV. Results and discussions
• Diaries (5-1;106.12.15)
附件四：彙整學生寫的「數學題目DIY」舉例
Play video
Task 5-1
五上 影片 照片 學習 單
流程
紀錄 日誌 規則 問卷 學習 者
教導 子女
者
協助 同伴
者
帶領 其他 家長
者
10/6 ✓ ✓ ✓ ✓ ✓ ✓ X ✓ ✓ ✓ ✓
10/27 ✓ ✓ X ✓ ✓ X X ✓ ✓
11/17 ✓ ✓ ✓ ✓ ✓ X ✓ ✓ ✓
12/1 ✓ ✓ ✓ X ✓ X X ✓ ✓
12/29 ✓ ✓ X X X X X ✓ ✓ ✓
1/2 ✓ ✓ X ✓ X X X ✓ ✓ ✓
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Task 5-2
五上 影片 照片 學習 單
流程 紀錄
數學
日記 規則 問卷 學習 者
教導 子女
者
協助 同伴
者
帶領 其他 家長
者
3/23 ✓ ✓ ✓ ✓ ✓ X X ✓ ✓ ✓
4/13 ✓ ✓ ✓ ✓ X X X ✓ ✓ ✓
4/27 ✓ ✓ ✓ ✓ ✓ X X ✓ ✓ ✓
5/4 ✓ ✓ ✓ X ✓ X X ✓ ✓ ✓
5/25 ✓ ✓ ✓ X X X X ✓ ✓
6/8 ✓ ✓ ✓ X ✓ X ✓ ✓ ✓
6/22 ✓ ✓ ✓ X X X ✓ ✓ ✓ ✓
Task 6-1
六上 影片 照片 學習單 上課流程 日誌 規則 問卷
10/5 ✓ ✓ ✓ X ✓ X X
10/19 ✓ ✓ ✓ ✓ ✓ X X
11/2 ✓ ✓ X X ✓ X X
11/16 ✓ ✓ ✓ X ✓ X X
12/7 ✓ ✓ X X ✓ X X
12/21 ✓ ✓ X X ✓ X X
1/4 ✓ ✓ X ✓ ✓ X X
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Task 6-2
六下 影片 照片 學習單 流程紀錄 日誌 規則 問卷
2/22 ✓ ✓ ✓ X X X X
3/8 ✓ ✓ X X X X X
3/29 ✓ ✓ ✓ X X X X
4/12 ✓ ✓ X X X X X
4/26 ✓ ✓ ✓ X X X X
5/10 ✓ ✓ ✓ X X X X
5/31 X ✓ X X X X X
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5.1 Parents’ Attendance
Attendance is a often a challenge to parents project.
When parents’ needs or voices were attended.
When parents’ learning math with child is arranged over the Fridays.
Eager parents would choose to attend.
In families with two jobs, father and mother took turns to attend.
V. Conclusion and Recommendations
5.2 Tasks linking math and interactions
In this study, we collected evidence of parental
interactions during Math Camps and also examples of parent-child interaction extension for carrying the
math learning at home.
The development of research-based tasks align to math curriculum cannot be done by MTE without consulting the elementary school teacher, and idea about children.
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V. Conclusion and Recommendations
5.3 Working Together (Leung, 2012)
The intersection region of three overlapping circles is the key to success.
V. Conclusion and Recommendations
5.4 Recommendations
My next step:
to empower parents,
to include them as exemplars; and,
to assist them to lead other parents in the community.
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V. Conclusion and Recommendations
