A Window into Mathematical Support: How Parents' Perceptions Change Following Observations of Mathematics Tutoring

Autor/inn/en	Westenskow, Arla; Boyer-Thurgood, Jennifer; Moyer-Packenham, Patricia S.
Titel	A Window into Mathematical Support: How Parents' Perceptions Change Following Observations of Mathematics Tutoring
Quelle	In: Journal of Research in Childhood Education, 29 (2015) 4, S.458-475 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2015.1073816
Schlagwörter	Parent Attitudes; Elementary School Students; Grade 5; Mathematics Skills; Mathematics Instruction; Elementary School Mathematics; Learning Problems; Summer Programs; Tutoring; Parents; Observation; Surveys; Interviews; Attitude Change; Parent Participation; Qualitative Research + Suchen Sie Ihr Suchwort? Elternverhalten; School year 05; 5. Schuljahr; Schuljahr 05; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Lernproblem; Sommerkurs; Förderkonzept; Nachhilfeunterricht; Eltern; Beobachtung; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Attitudinal change; Einstellungsänderung; Elternmitwirkung; Qualitative Forschung
Abstract	This research study examined the perceptions of 24 parents of rising 5th-grade students with mathematics learning difficulties as part of a 10-week summer mathematics tutoring experience. During the summer tutoring program, parents observed their children participating in mathematics learning experiences during one-to-one tutoring sessions. At the conclusion of the summer tutoring services, parents reflected on observations of their own children in surveys and interviews. Results indicated that parents' observations of the tutoring impacted their perceptions and changed the support they provided to their children during and after the tutoring program. Parents reported changes in attitudes and beliefs about mathematics, gaining insights into their child's mathematical understanding, and changes in their methods and practices as mathematics supporters outside of the tutoring sessions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01