Parental involvement in children's mathematics learning : a case of a rural community, Ghana
department or school: Education, Faculty of
department or school: Curriculum and Pedagogy (EDCP), Department of
data provider: DSpace
degree campus: UBCV
creator: Yaro, Kwesi
issued: 2015-04-20T17:47:51Z
issued: 2015
related degree: Master of Arts - MA
degree grantor: University of British Columbia
description: Although emergent literature and anecdotal experience indicate the importance of parental involvement in their children’s mathematics learning, there is still a void in literature with regard to involvement of parents with low formal education in their children’s mathematics learning in culturally diverse contexts. In an attempt to address this void, a study that employed socio cultural learning and social constructivist theories investigated how parents with low formal education are involved in their children’s mathematics learning in a rural Community, Ghana. Data was collected from six parents with low formal education, their 8-9 year old children as well as the children’s class teachers through semi-structured individual face to face interviews and home visit observations. Analysis of the data corpus revealed that 1) parents’ mentorship and engagement in local business transactions, were used as learning and evaluation contexts for a child’s mathematics competence; 2) parents perceived giving and receiving correct change as a key indicator of one’s moral standing and mediated children’s mathematics accordingly; 3) parents, teachers and children consider mathematics as a hallmark of future success; 4) parents’ belief that increasing time spent on academic activities improved children’s success, within the examination culture of the context;5) teachers see low formal education as a handicap of parental involvement in children’s mathematics learning; 6) children typically corroborate their parents’ perceived ways of supporting their mathematics learning. These findings are significant and offer insight into how parents with low formal education from a different cultural context are involved in their older children’s mathematics learning. The study adds to the literature on the topic of parental involvement from a non-western context.
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/52871
note: PARENTAL INVOLVEMENT IN CHILDREN’S MATHEMATICS LEARNING: A CASE OF A RURAL COMMUNITY, GHANA by Kwesi Yaro B.Ed., University of Cape Coast, 2010 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in The Faculty of Graduate and Postdoctoral Studies (Mathematics Education) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) April 2015 © Kwesi Yaro, 2015 ii Abstract Although emergent literature and anecdotal experience indicate the importance of parental involvement in their children’s mathematics learning, there is still a void in literature with regard to involvement of parents with low formal education in their children’s mathematics learning in culturally diverse contexts. In an attempt to address this void, a study that employed socio cultural learning and social constructivist theories investigated how parents with low formal education are involved in their children’s mathematics learning in a rural Community, Ghana. Data was collected from six parents with low formal education, their 8-9 year old children as well as the children’s class teachers through semi-structured individual face to face interviews and home visit observations. Analysis of the data corpus revealed that 1) parents’ mentorship and engagement in local business transactions, were used as learning and evaluation contexts for a child’s mathematics competence; 2) parents perceived giving and receiving correct change as a key indicator of one’s moral standing and mediated children’s mathematics accordingly; 3) parents, teachers and children consider mathematics as a hallmark of future success; 4) parents’ belief that increasing time spent on academic activities improved children’s success, within the examination culture of the context;5) teachers see low formal education as a handicap of parental involvement in children’s mathematics learning; 6) children typically corroborate their parents’ perceived ways of supporting their mathematics learning. These findings…
has type: Thesis/Dissertation
date issued: 2015-05
is shown at: 10.14288/1.0167193
language: eng
degree discipline: Mathematics Education
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivs 2.5 Canada
rights URI: http://creativecommons.org/licenses/by-nc-nd/2.5/ca/
scholar level: Graduate
type: Text
identifier URI: http://hdl.handle.net/2429/52871