Parental Issues and Perspectives Involving Mathematics Education in Elementary and Middle School Settings
Regina Mistretta, Department of Early Childhood, Childhood and Adolescent Education, School of Education
This paper reports on the initial findings of a three-year study funded through New York City’s Department of Education Title IIA Professional Development under the No Child Left Behind Act of 2001 that investigated parental issues and perspectives involving mathematics education in elementary and middle school settings. A sample population of 790 parents of children in 1st through 8th grades was surveyed to gather information about their needs and the needs of their children concerning school mathematics. The findings of this study are shared to help deepen the knowledge base and make it accessible to administrators, teachers, and teacher educators to inform them about parental concerns and ways to involve parents in the mathematics learning community. Efforts to involve parents are a necessary component to successful mathematics education reform. This study seeks to build upon current research and help strengthen the ways we include parents in their children’s learning of mathematics.